Science for All Children A Guide to Improving Elementary Science Education in Your School District (1997) / Chapter Skim
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4. Planning for the New Elementary Science Program
4. Planning for the New Elementary Science Program
Pages 39-60
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From page 39... ...
Planning is the process by which school districts determine how they are going to bring inquirycentered science to their students. A structured planning process acts as a catalyst to change by focusing on the needs of students and teachers and the best ways of serving them.
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From page 40... ...
Some parents may bring to the reform effort expertise in a certain area, such as proposal writing. Parents may also serve as a link between the school and community organizations that can be enlisted to support science education reform.
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can take responsibility for keeping board members informed about the implementation process. Members of the business community can form partnerships with school districts and assist with the reform effort by providing financial support for establishing a materials center or purchasing curriculum modules.
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Organizing the Leadership Team In forming the leadership team, it's important that all the stakeholders be represented, but it's equally important that there be an appropriate balance of team members. An effective leadership team might consist of the school district science coordinator, the 42
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From page 43... ...
A Three-Step Strategic Planning Process With the formation of a leadership team and the development of a shared vision, team members now must engage in an intensive strategic planning process. There is a growing body of literature about the planning process, and several useful sources are included at the end of this chapter.
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From page 44... ...
For example, a goal statement might be "Transform the teaching of sci ence to communicate the excitement or relevance of science" or "Form collaborative and sustainable partnerships between school districts and local corporations." The goal statements provide a sense of direction and identify the discrepancies between where the district is and where it wants to be. Teachers, administrators, and community activists engage in the strategic planning process, an essential step in ensuring the success of an inquiry-centered science program.
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From page 45... ...
For example, most school districts c30 not start by purchasing a full set of science curriculum modules all at once; instead, they may begin by pilot testing one moclule per grade level. The teachers and the committee can then meet to review the results of these trials and make a joint decision about the logical next step.
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From page 46... ...
The first step is for the subcommittee to become familiar with the National Science Education Standards and to consider how their goals align with local curriculum goals. From that point, there are many ways to look for available curriculum materials.
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If so, would any of them be willing to use some faculty meeting time for professional development purposes? Once the clecision has been made to purchase some kits for pilot testing, this 47
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Identify available inquirycentered curriculum materials. Visit classrooms in districts already implementing inquirycentered science.
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Coordinate professional development activities with pilot testing. Establish a short-term professional development plan.
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For example, local engineers may be willing to evaluate the situation and develop a plan that meets the particular needs of the school district. Whatever approach is taken, it's crucial for school districts to begin thinking about materials support at the very beginning of the planning process and to be prepared to provide science materials to teachers on schedule, even at the pilot stage.
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Figure t5 outlines a sample plan for this element. Administrative and Community Support Subcommittee This subcommittee is charged with three tasks developing a budget for the new science program, securing funds, and building awareness of the value of science reform within the school system and the community.
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Conduct pilot testing with an emphasis on alternative assessments. Review results of pilot testing and make recommendations for incorporation into the districtwide assessment plan.
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Even with these options, however, most school districts find they neecl aclditional funds to establish and maintain an inquiry-centered science program. Therefore, it's important to forge partnerships with influential people in the community, such as corporate executives and university scientists.
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Hold a Family Science Night in conjunction with the local parent-teacher organization. Begin forging partnerships with business leaders and university scientists.
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Kelly got in touch with Emma Walton, then science supervisor in Anchorage, Alaska, and Larry Small of the neighboring Schaumburg School District in Illinois. Her discussions with Walton and Small helped Kelly realize the value of using science kits as the basis for the inquiry-centered science program.With their encouragement, Kelly found the courage to consider abandoning textbooks altogether in favor of a modular, kit-based program.
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From page 56... ...
We now have four modules in place for each grade [K-63. I conduct the teacher training program for all the teachers using these curriculum materials." Although Hinsdale continues to use the modules they developed and wrote, most educators advise school districts not to embark on this time-consuming, difficult endeavor.
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From page 57... ...
Identify available inquirycentered curriculum materials. Visit classrooms in districts already implementing inquirycentered science.
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Establish a long-term professional development plan. Science Materials Support Visit an established materials support center.
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From page 59... ...
Administrative and Community Support Budget Issues Establish a budget for the program considering the following: Initial cost of science kits Costs of refurbishing kits Salaries for refurbishing staff · Expenses for professional development Consider additional funding sources. Networking Activities Make presentations at local .
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From page 60... ...
As school districts gain more knowledge, they may find it necessary to modify their initial plans. For Further Reading Bennis, W., and B
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