Science for All Children A Guide to Improving Elementary Science Education in Your School District (1997) / Chapter Skim
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6. Professional Development for Inquiry-Centered Science
6. Professional Development for Inquiry-Centered Science
Pages 76-88
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From page 76... ...
Jackson, Something of Value, 1973 With the curriculum selection process under way, it is time for the district to begin to organize the professional development component of the program. The initial goal of professional development is to introduce teachers to inquiry-centered science teaching and familiarize them with the specific science modules they will be teaching.
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From page 77... ...
Characteristics of an Effective Professional Development Program The National Science Education Standards includes as part of its vision for science education reform increased opportunities for teachers to grow professionally throughout their careers. According to the Standards, "Teachers should have opportunities for structured reflection on their teaching practice with colleagues, for collaborative curriculum planning, and for active participation in professional teaching and scientific networks.
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From page 78... ...
Teachers who have macle this discovery begin to rethink their role in the classroom and view themselves less as lecturers and more as learning facilitators. The following list highlights strategies that have been effective in helping school districts create innovative professional development programs.
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From page 79... ...
Other strategies include communicating electronically with other teachers to discuss science teaching strategies en c] encouraging students to assist with materials management so that the teacher can work with other students who have questions or need special help.
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From page 80... ...
Such meetings help new or inexperienced teachers become more comfortable sharing problems and better able to accept guidance from their more experienced colleagues.
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From page 81... ...
Initiating Professional Development at the Right Time in the Right Way Using the strategies mentioned above as a guide, the district must next consider when to begin the professional development program, who should be involved in the planning, and at what level of professional development to aim the program. The best time to develop a professional development program is usually during the six months before inquiry-centered modules are introduced in the district.
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From page 82... ...
Levels of Professional Development In (resigning an effective professional development program, it's important to untlerstan(1 the phases that teachers typically undergo in their journey to become highly experienced elementary science teachers en cl the kinds of professional development programs appropriate for each phase. Research has shown that most teachers go through at least three phases: novice, competent, and expert.3 The three programs described below are tailored for each of these phases.
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From page 83... ...
The first time they teach a module, they will probably rely heavily on the teacher's guide en cl skip many of the optional activities. These behaviors indicate that teachers are still learning how to use the materials and have not yet assimilated them and made them their own.
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From page 84... ...
At this stage, the professional development program takes on a different cast. Teachers are now interested in exploring in greater depth such topics as constructivist theory and the learning cycle, cooperative learning techniques, assessment strategies, en cl how to integrate science into other areas of the curriculum.
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From page 85... ...
The next section explores a few strategies for professional development programs that have helped teachers grow professionally. Strategies for Change The professional development strategies listed below have been used in many school districts throughout the country.
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From page 86... ...
Administrators and lead teachers committed to this approach must be aware that they will be grappling with such issues as they strive to implement the science program. Partnerships Between SchooZ Districts and Research Scientists In the 1960s, scientists' involvement in professional clevelopment consisted largely of having scientists go into the classroom and take over the science class for a specified number of lessons.
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From page 87... ...
Some school districts incorporate combinations of these models into their professional development programs. For example, Montgomery County, Maryland, and Spokane, Washington, use the lead-teacher approach but also make use of university scientists for some portions of the professional development program.
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From page 88... ...
Creating an environment of collegiali~cy and collaboration, providing teachers with the time to learn, and designing the program appropriately are among the strategies school districts have used to ensure that the professional development program is effective. Progressive levels of professional development can be designed for teachers new to inquiry, for those at the intermediate stage, and for those who have reached the expert level.
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