2015-17 CSTA Board of Directors Election Results
Posted: Thursday, June 4th, 2015
CSTA is pleased to announce the results of the 2015-2017 Board of Director elections. The winners of the election are below. CSTA thanks all candidates and members for their participation in the elections. These directors terms will begin on July 1, 2015 and conclude on June 30, 2017.
Jill has a broad teaching background that provides a common experience between herself and CSTA’s members. She has been a middle school science teacher for ten years and prior to that she was an elementary science specialist. Outside of the classroom, she has spent a significant amount of her time working in teacher professional development. For the past two years, Jill has served as the Middle School/Jr. High School Director on the CSTA Board of Directors.
Science education empowers. It empowers curiosity as it provides ways to know and understand the world, the mind as it develops a strategy for generating knowledge, the individual as part of an informed citizenry who makes important life decisions, and the dreamer as the creator of new solutions in an ever changing world. As science educators, our role isn’t to just teach science content, but to provide opportunities that empower.
CSTA’s support of quality science education is critical in this new era of education reform. For many years, I have supported CSTA with my membership. Then in 2013 I decided to run for the board as I wanted to do more and to help shape conversations for the very things that directly impact our classrooms: standards, instructional strategies, curriculum, and assessment. As your president elect I will work tirelessly for CSTA to continue informing state leaders and legislation, advocate for high quality science education, expand active support for teachers and their professional growth, and for the empowerment of every student.
Primary (K-2) Director
Valerie’s entire professional career has been dedicated to educating students from their early years in kindergarten through the graduate level with pre-service teachers. She has taught elementary students for 35 years, including over twenty years with grades K-2 and has always placed a special emphasis on science. Valerie is currently serving as the Primary Director on the CSTA Board of Directors.
My philosophy of science education encourages all students to think, access knowledge, and apply science in their everyday life. Today, science education must be based on the three dimensional learning provided through the Next Generation Science Standards. While science education begins at home and in informal settings like gardens, kitchens, museums, and parks. It is enriched and solidified as children enter school and go through the grades. When students personally experience scientific explorations, whether in kindergarten or AP chemistry, they deeply understand and confidently use science disciplinary core ideas, practices, and crosscutting concepts. With the increasing demands by our society to increase scientific literacy; all science educators must teach students to think and act scientifically, so they can develop the new technologies we will need and to understand its implications for the future.
My vision for CSTA is to promote science learning into every child’s daily curriculum and life experiences. Primary and elementary students in particular are missing crucial skills for success when we fail to capitalize on their natural curiosity and provide them with daily science instruction and experiences. To understand our ever expanding body of science knowledge, students need specific understanding of scientific disciplinary core ideas, practices, and crosscutting concepts. This understanding is best nurtured by experiencing science first hand. Only then can students eagerly apply critical thinking and science concepts to participate in the technological revolutions of the future. To assure scientific literacy and see our students successfully develop and evaluate future technologies, daily science experiences are a necessity. CSTA will continue to play an important role in the implementation of NGSS in the coming years. It will need strong primary grade leadership to insure that California’s young children receive the very best foundation in science education. This foundation must include science for every student, every day, every year!
Region 1 Director
Marian has 22 years as an educator and has experience teaching grades 5-11 in both urban and rural communities. In both instances, she stepped into site and district, then finally county curriculum leadership roles. She currently works in the Educational Services Department of the Siskiyou COE. Marian has served as CSTA Secretary for the past 4 years.
Science education and the need for science literacy – fluency in scientific thought and content – are why I am in my profession. I cannot think of anything I value about education more than providing every student with the ability to assemble evidence and answer a question using the knowledge of those who have gone before and the process of inquiry refined through experience. I see science education as a vital balance when superstition or lack of knowledge might influence personal health or societal well-being. While every teacher has a meaningful role in society and children’s lives, the role of science teacher stands out for its part in sustaining curiosity and providing the voice and logic in a wonderfully complex world. These critical elements of education no longer have to remain in the back seat in California’s schools. With the Next Generation Science Standards (NGSS) transitioning into place, science needs all the support it can get from educators, policy makers, and organizations like CSTA to move to its proper place in every classroom.
Prior to being on the board, and now after working with the board, I have seen CSTA and the invididuals who comprise it take leadership roles for science education, and live by the mission and goals. I have supported the organization’s efforts to refine itself to be as current and effective as it can be – reducing resource consumption by moving to electronic publications and practices, developing a shared leadership model, and re-envisioning the design of the annual conference for example. I am impressed and encouraged by the difficult but intentional reorganizational decisions CSTA has made to ensure its financial and philosophical survival during a difficult phase in California’s economic history. Each of these reflects the deepest commitment, which I share, to provide and promote science education in California.
Posted: Tuesday, March 14th, 2017
The pre-publication version of the new California Science Curriculum Framework is now available for download. This publication incorporates all the edits that were approved by the State Board of Education in November 2016 and was many months in the making. Our sincere thanks to the dozens of CSTA members were involved in its development. Our appreciation is also extended to the California Department of Education, the State Board of Education, the Instructional Quality Commission, and the Science Curriculum Framework and Evaluation Criteria Committee and their staff for their hard work and dedication to produce this document and for their commitment to the public input process. To the many writers and contributors to the Framework CSTA thanks you for your many hours of work to produce a world-class document.
For tips on how to approach this document see our article from December 2016: California Has Adopted a New Science Curriculum Framework – Now What …? If you would like to learn more about the Framework, consider participating in one of the Framework Launch events (a.k.a. Rollout #4) scheduled throughout 2017.
The final publication version (formatted for printing) will be available in July 2017. This document will not be available in printed format, only electronically.
Posted: Monday, March 13th, 2017
The 2017 Award Season is now open! One of the benefits of being a CSTA member is your eligibility for awards as well as your eligibility to nominate someone for an award. CSTA offers several awards and members may nominate individuals and organizations for the Future Science Teacher Award, the prestigious Margaret Nicholson Distinguished Service Award, and the CSTA Distinguished Contributions Award (organizational award). May 9, 2017 is the deadline for nominations for these awards. CSTA believes that the importance of science education cannot be overstated. Given the essential presence of the sciences in understanding the past and planning for the future, science education remains, and will increasingly be one of the most important disciplines in education. CSTA is committed to recognizing and encouraging excellence in science teaching through the presentation of awards to science educators and organizations who have made outstanding contributions in science education in the state and who are poised to continue the momentum of providing high quality, relevant science education into the future. Learn More…
Posted: Monday, March 13th, 2017
CSTA is now accepting applications from regular, preservice, and retired members to serve on our volunteer committees! CSTA’s all-volunteer board of directors invites you to consider maximizing your member experience by volunteering for CSTA. CSTA committee service offers you the opportunity to share your expertise, learn a new skill, or do something you love to do but never have the opportunity to do in your regular day. CSTA committee volunteers do some pretty amazing things: Learn More…
Posted: Monday, March 13th, 2017
by Marian Murphy-Shaw
If you attended an NGSS Rollout phase 1-3 or CDE workshops at CSTA’s annual conference you may recall hearing from Chris Breazeale when he was working with the CDE. Chris has relocated professionally, with his passion for science education, and is now the Executive Director at the Explorit Science Center, a hands-on exploration museum featuring interactive STEM exhibits located at the beautiful Mace Ranch, 3141 5th St. in Davis, CA. Visitors can “think it, try it, and explorit” with a variety of displays that allow visitors to “do science.” To preview the museum, or schedule a classroom visit, see www.explorit.org. Learn More…
Posted: Monday, March 13th, 2017
by Joseph Calmer
Probably like you, NGSS has been at the forefront of many department meetings, lunch conversations, and solitary lesson planning sessions. Despite reading the original NRC Framework, the Ca Draft Frameworks, and many CSTA writings, I am still left with the question: “what does it actually mean for my classroom?”
I had an eye-opening experience that helped me with that question. It came out of a conversation that I had with a student teacher. It turns out that I’ve found the secret to learning how to teach with NGSS: I need to engage in dialogue about teaching with novice teachers. I’ve had the pleasure of teaching science in some capacity for 12 years. During that time pedagogy and student learning become sort of a “hidden curriculum.” It is difficult to plan a lesson for the hidden curriculum; the best way is to just have two or more professionals talk and see what emerges. I was surprised it took me so long to realize this epiphany. Learn More…