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4 The Role(s) of Leadership
Pages 23-28

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From page 23...
... The five panelists were as follows: • Mike Heinz: science coordinator, New Jersey Department of Edu cation; president of Council of State Science Supervisors • Elizabeth Mulkerrin: Omaha Zoo and Aquarium; National Science Teaching Association president elect; former science teacher • Gudiel Crosthwaite: superintendent, Lynwood Unified School District • Zoe Evans: principal, Bowdon High School; former science teacher • Takako Olson: director of curriculum, Lincoln Public Schools CREATING A COMMON VISION OF SCIENCE WITHIN THE EDUCATION SYSTEM How do you describe the system that impacts science education from the national level down to the classroom?
From page 24...
... Heinz shared his opinion that ESSA accidentally overemphasizes math and English language arts at the expense of science. There are many national organizations, including NSTA (National Science Teaching Association)
From page 25...
... The community is historically underserved, with nearly all students qualifying for free and reduced lunch; 94 percent of students are Latino, 5 percent are Black, and about a third are English language learners. Unfortunately, said Crosthwaite, there is a large achievement gap for English learners across the state of California; these disparities include differences in math proficiency and graduation rates.
From page 26...
... Evans noted that some teachers are very comfortable in their teaching practices, and that doing new things is "very frightening." School-level administrators can encourage these educators to have the courage to learn new things and implement new practices to improve education for the students. Evans likened the role of principal to that of a "ringmaster" who wears "lots of hats." Olson, who serves as the director of curriculum for Lincoln Public Schools, said that one of her jobs is to create an opportunity for educators to speak with stakeholders (e.g., superintendents and school board members)
From page 27...
... Each year, the students develop a new set of questions to explore, and the teachers and staff help the students engage in these efforts to discover and learn concepts through experiential learning. The result of this approach, said Mulkerrin, is that many Zoo Academy students are following their interests and pursuing careers in science; she noted that there is now a surplus of veterinarians, veterinarian techs, and conservation researchers in the Omaha area.
From page 28...
... It is critical for school districts to have a voice within their department of education, whether as consultants, collaborators, or advocates. School districts can also partner with higher education institutions that train preservice science teachers.


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