May/June 2017 – Vol. 29 No. 7

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.

President-Elect

Jill Grace

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 Joyner

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 Murphy-Shaw

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.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

One Response

  1. Congratulations new CSTA officers! Public lands managed by the Bureau of Land Management (BLM) provide ‘learning landscapes” of incredible variety and depth. Keep these natural and cultural resources of California’s great outdoors in mind when promoting ideas for the next generation of conservation leaders.

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LATEST POST

CSTA Annual Conference Early Bird Rates End July 14

Posted: Wednesday, July 12th, 2017

by Jessica Sawko

Teachers engaged in workshop activity

Teachers engaging in hands-on learning during a workshop at the 2016 CSTA conference.

Don’t miss your chance to register at the early bird rate for the 2017 CSTA Conference – the early-bird rate closes July 14. Need ideas on how to secure funding for your participation? Visit our website for suggestions, a budget planning tool, and downloadable justification letter to share with your admin. Want to take advantage of the early rate – but know your district will pay eventually? Register online today and CSTA will reimburse you when we receive payment from your district/employer. (For more information on how that works contact Zi Stair in the office for details – 916-979-7004 or zi@cascience.org.)

New Information Now Available On-line:

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Goodbye Outgoing and Welcome Incoming CSTA Board Members

Posted: Wednesday, July 12th, 2017

Jill Grace

Jill Grace, CSTA President, 2017-2019

On July 1, 2017 five CSTA members concluded their service and four new board members joined the ranks of the CSTA Board of Directors. CSTA is so grateful for all the volunteer board of directors who contribute hours upon hours of time and energy to advance the work of the association. At the June 3 board meeting, CSTA was able to say goodbye to the outgoing board members and welcome the incoming members.

This new year also brings with it a new president for CSTA. As of July 1, 2017 Jill Grace is the president of the California Science Teachers Association. Jill is a graduate of California State University, Long Beach, a former middle school science teacher, and is currently a Regional Director with the K-12 Alliance @ WestEd where she works with California NGSS K-8 Early Implementation Initiative districts and charter networks in the San Diego area.

Outgoing Board Members

  • Laura Henriques (President-Elect: 2011 – 2013, President: 2013 – 2015, Past President: 2015 – 2017)
  • Valerie Joyner (Region 1 Director: 2009 – 2013, Primary Director: 2013 – 2017)
  • Mary Whaley (Informal Science Education Director: 2013 – 2017)
  • Sue Campbell (Middle School/Jr. High Director: 2015 – 2017)
  • Marcus Tessier (2-Year College Director: 2015 – 2017)

Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

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Posted: Wednesday, July 12th, 2017

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Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the California NGSS k-8 Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

State Schools Chief Tom Torlakson Unveils Updated Recommended Literature List

Posted: Wednesday, July 12th, 2017

SACRAMENTO—State Superintendent of Public Instruction Tom Torlakson unveiled an addition of 285 award-winning titles to the Recommended Literature: Prekindergarten Through Grade Twelve list.

“The books our students read help broaden their perspectives, enhance their knowledge, and fire their imaginations,” Torlakson said. “The addition of these award-winning titles represents the state’s continued commitment to the interests and engagement of California’s young readers.”

The Recommended Literature: Prekindergarten Through Grade Twelve list is a collection of more than 8,000 titles of recommended reading for children and adolescents. Reflecting contemporary and classic titles, including California authors, this online list provides an exciting range of literature that students should be reading at school and for pleasure. Works include fiction, nonfiction, poetry, and drama to provide for a variety of tastes, interests, and abilities. Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

Teaching Science in the Time of Alternative Facts – Why NGSS Can Help (somewhat)

Posted: Wednesday, July 12th, 2017

by Peter A’Hearn

The father of one of my students gave me a book: In the Beginning: Compelling Evidence for Creation and the Flood by Walt Brown, Ph. D. He had heard that I was teaching Plate Tectonics and wanted me to consider another perspective. The book offered the idea that the evidence for plate tectonics could be better understood if we considered the idea that beneath the continent of Pangaea was a huge underground layer of water that suddenly burst forth from a rift between the now continents of Africa and South America. The waters shot up and the continents hydroplaned apart on the water layer to their current positions. The force of the movement pushed up great mountain ranges which are still settling to this day, resulting in earthquakes along the margins of continents. This had happened about 6,000 years ago and created a great worldwide flood. Learn More…

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Written by Peter AHearn

Peter AHearn

Peter A’Hearn is the Region 4 Director for CSTA.