The Role of Scientists in the Professional Development of Science Teachers (1996) / Chapter Skim
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This report is instead a practical "how-to" guide, primarily for scientists but also for teachers and administrators, on how to design, implement, and evaluate professionaldevelopment programs. This committee' s use of the term professional development instead of inservice emphasizes its belief that the science teacher and the practicing scientist are full partners in a professional community dedicated to improving science education and that each brings different strengths and resources to the process.
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Any society that is serious about the education of its children must be equally serious about supporting the continuing education of those charged with that task. If we are to meet the needs of diverse students and the nation's needs for scientifically literate citizens and skilled workers, it is essential that teachers have the opportunity to continue to expand their knowledge and develop their pedagogical skills and laboratory expertise from their undergraduate education throughout their professional career.
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Nearly every one has an office dedicated to "education." Some also organize special workshops at annual meetings directed to scientists interested in K-12 education or workshops and scientific sessions directed at teachers. The professional societies can help teachers to secure funding, coordinate summer research opportunities for teachers in members' research laboratories in a way that relates to the classroom environment, publicize and disseminate effective supplementary curricular materials, and encourage and welcome teacher membership in societies by reducing fees, publicizing meetings in science-education journals, and including teachers on education committees.
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If they do agree, they can attach high priority to science education and budget appropriate funds, recognize that all students benefit from quality science education and provide a variety of opportunities for students to become successful in science, take leadership for developing orientation programs for parents and encouraging parents to advocate science education, support professional development of science teachers, and commit appropriate administrative personnel to support professional development of teachers and to support such followup activities as networking, peer coaching, and seminars to continue professional development. Administrators can also strive to improve dissemination of information to teachers about opportunities for professional development.
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They can appoint appropriate scientists to committees to help plan science-based educational activities for teachers, and they can recognize and reward scientists for outstanding accomplishments in science education. ENCOURAGEMENT THROUGH REWARDS The institutional culture of nearly every university requires that faculty contribute by research, teaching, and service, but few institutions reward research and teaching equally, and fewer reward service at all.
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The overwhelming majority of those programs' activities involve specific topics, such as molecular biology, biotechnology, genetics, or ecology. Most common are lectures or lecture series, courses with lectures and laboratory activities offered for course credit or continuing-education credits, topical workshops during the summer, summer research experiences in academic or industrial laboratories, sabbatical years spent in research or working in a university department, workshops at scientific-society or teachers-association meetings, state workshops, and local school-district workshops.
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EVALUATION Large amounts of federal and private money are being spent on innovative programs for the professional development of K-12 science teachers, and many people are devoting much time and energy to this critical component of excellent science education. But we need to be able to identify programs that work and programs that do not, and evaluation is a daunting and expensive task.
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Private foundations are an important source of local funds for professionaldevelopment activities, as are local and regional philanthropic organizations and, increasingly, local businesses and industry. At a time when both national government and local governments face severe financial stringency, priorities for expenditures must be established.
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