Science for All Children A Guide to Improving Elementary Science Education in Your School District (1997) / Chapter Skim
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9. Building Support for the Science Program
9. Building Support for the Science Program
Pages 122-132
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From page 122... ...
They now see that in times of fiscal constraints and increasing demands for scientific and technological expertise, certain sectors of the community have much to offer the schools. For the elementary science program, community involvement is the fifth critical element in the science education reform effort.
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From page 123... ...
For the science program, this means that teachers and principals within individual schools will be conducting their own dialogues about the direction of the science program, the role of lead teachers, and ways to integrate science with other areas of the curriculum. But even as schools strive to become more autonomous, they will continue to need the school system's support, especially if the district has established a science materials support center.
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From page 124... ...
Reaching Teachers All effective science programs need a strong professional development component. Most school districts offer workshops to provide elementary school teachers with an opportunity to explore the concepts and skills stressed in the science modules before they introduce the modules in the classroom.
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From page 125... ...
Such an experience could be a visit to districts with inquiry-centere(1 science programs or observations of inquiry-centered classrooms on videotape. Through such shared experiences, school district leaders will develop a new vision for science learning and a new context in which to develop the district's strategic plan.
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From page 126... ...
corporate leaders. As illustrated in the profiles in Part 3: Inquiry-Centered Science in Practice, partnerships between school districts and local universities and corporations can leacl to greater political support as well as increased funding for the science program.
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From page 127... ...
Two models in California the Pasadena Unifiecl School District Science Program (formerly Project SEED) , and San Francisco's City Science-are highlighted in Part 3 of this book.
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From page 128... ...
With appropriate support, scientists can serve the same function for the science program. An engineer works with a student in the classroom as part of a community outreach effort.
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From page 129... ...
The institute is collaborating with five school districts on the East Coast and in Kansas to establish and sustain effective in quiry-centere(1 science programs by developing partnerships with teachers, school districts, parents, and institutions of higher education. The institute has established a resource center that is open to interested school districts.
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From page 130... ...
Partnerships with Museums Science museums are another resource school districts can draw on as they continue to develop their science programs. In addition to providing schools with opportunities for field trips, science museums offer a broad range of resources, from space for a science materials support center to facilities for professional development.
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From page 131... ...
Informal Community ReZationships In addition to the formal relationships clescribed here, there are ways for the science program to make informal connections in the community. For example, the coordinators of the science program can make presentations to civic groups, such as the Lions Club or the Junior League.
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From page 132... ...
Through partnerships between school districts and universities, scientists can participate in professional development programs and become advocates for science education reform in the community. Corporations can help school districts improve their science programs by forging partnerships that assist with professional development and by helping to establish science materials support centers.
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