September 2014 – Vol. 27 No. 1

Western Regional Noyce Conference Bring Together Future Math & Science Teachers

Posted: Monday, December 3rd, 2012

by Laura Henriques

The National Science Foundation provides Robert Noyce Scholarship Grants to numerous universities and colleges to support STEM majors who commit to teach in high need schools. The Noyce Scholarship program is highly competitive. Applicants must have a degree in a STEM field, a high GPA, and demonstrated desire to work with at risk/high need students. Prospective teachers who are selected to be Noyce Scholars get financial and programmatic support as they complete their bachelor’s degree and credential. In return for the financial support they must teach one year for each semester of funding. California has had 62 Noyce programs at 35 different campuses, each of which supports 20-40 students over the life of the grant. Preliminary data suggests that the Noyce Scholars remain as teachers in high need schools long after they have worked off their commitment. What a wonderful investment this is for our state! 

For the past several years, the campuses in the western US have come together for a Western Regional Noyce Conference. In 2008 and 2009 the conference was led by Noyce Leaders at Cal Poly Pomona and CSU San Bernardino. The 2010 conference was hosted by CSU Fresno, and the 2011 conference was hosted by CSU Long Beach. This year Nyoce Scholars went to Tucson, AZ, where the University of Arizona put together another great event. More than 220 participants spent a weekend attending keynote sessions, workshops and networking opportunities. The planning team of Ingrid Novodvorsky, Debra Tomanek and Becky Perez pulled together sessions that addressed topics pertinent to prospect and novice teachers. There were workshops associated with using inquiry in the classroom (for both math and science teachers), lessons about integrating STEM topics, mentoring of new teachers, advice on how to use technology in the classroom, grant writing for the classroom, and ideas about connecting with your students to make learning meaningful and relevant. Most sessions have presentations and handouts posted online. Keynote sessions were similar to Focus Speaker sessions at our CSTA conference and they motivated the teachers in the audience and addressed current issues in the field.

As someone who prepares future teachers, it was exciting to see so many passionate educators starting out on their career path. It bodes well for our profession to see some of our brightest college students deciding to teach and to teach in the schools that need them the most. The meeting space was buzzing with teaching ideas, suggestions on ways to collaborate and thoughts about how to incorporate newly learned information. We look forward to having the California Noyce Scholars become active members of CSTA, and teacher leaders in our state.

Written by Laura Henriques

Laura Henriques

Laura Henriques is a professor of science education at CSU Long Beach and president of CSTA.

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NGSS PD Coming to Fresno, Covina, and Fairfield

Posted: Tuesday, September 2nd, 2014

CSTA_CASCD

Updated September 4, 2014

CSTA and CASCD have teamed up to bring you and your curriculum developers a one-day professional learning opportunity. Both CSTA and CASCD members may register at member rates. Event dates and location are:

Introduction to the Next Generation Science Standards: A Paradigm Shift in Teaching and Learning
This full-day workshop will highlight the many shifts required of both teachers and learners under the Next Generation Science Standards. In the morning session, participants will engage in an overview of the NGSS and its Three Dimensions. During the afternoon sessions, participants will be invited to experience either a K-5 or 6-12 session. Each of these sessions will further explore the NGSS with an emphasis on the impact it will have within K-5 and 6-12 classrooms. 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.

Call for Public Input on New Accountability Rubric

Posted: Tuesday, September 2nd, 2014

Accountability in California is undergoing dramatic changes. The Pubic Schools Accountability Act (PSAA) Committee is considering college and career readiness indicators to be included in API calculations for secondary schools (among other changes), and under the new Local Control Funding Formula (LCFF)  LEAs were required to develop Local Control Accountability Plans (LCAPs) that outlined how they would spend the money allocated to them to address the eight state priorities. LCAPs are now in the hands of County Offices of Education to review and approve, and the next critical step in the process is to develop the LCFF evaluation rubric (see information about those rubrics below).

This call for public comment is an excellent opportunity for science teachers to add their voice to the conversation and to encourage that the LCFF rubric includes an accountability for science. State priority #2 is for implementing California’s academic standards, including the Common Core State Standards in English language arts and math, the Next Generation Science Standards, and the English language development, history social science, visual and performing arts, health education and physical education standards. State priority #7 is for insuring all students have access to classes that prepare them for college and careers, regardless of what school they attend or where they live. Both of these priorities make it clear that students should be provided with access to a high quality science education. 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.

Where Will You Be in December?

Posted: Tuesday, September 2nd, 2014

by Laura Henriques

I sure hope you answered that question with an enthusiastic “I’ll be in Long Beach for the conference” sort of response!

Come join your science education colleagues for three to four days of professional learning. The conference, hosted by NSTA with some input from CSTA, will take place on December 4-6. With a couple hundred workshops, lectures, short courses and field trips, this is the place to be! You can peruse the schedule on-line and get a sense of some of the outstanding sessions awaiting you. The keynote speakers will address a range of topics that include linkages between science and Common Core ELA, STEM, and science education moving forward. (Go online today to verify your membership or join CSTA today – CSTA members can register for the conference at the NSTA Affiliate Member rate and save $90 on their registration!) Learn More…

Written by Laura Henriques

Laura Henriques

Laura Henriques is a professor of science education at CSU Long Beach and president of CSTA.

The Power of Linking Science to Common Core

Posted: Tuesday, September 2nd, 2014

by Laura Henriques

If you are like me, there are significantly more things you would like to do in your class than time allows. Finding ways to link my science instruction to other curricular expectations is one way for me to ‘buy’ time. This sometimes means that I grade an assignment for multiple purposes – I am looking at students’ understanding of science concepts and content and also looking at their writing. Students may even get two grades on the assignment. Learn More…

Written by Laura Henriques

Laura Henriques

Laura Henriques is a professor of science education at CSU Long Beach and president of CSTA.

ELA in My Science Class? Wait..What?

Posted: Tuesday, September 2nd, 2014

by Jill Grace

For many science teachers, the thought of having responsibility for the language development of students is a sobering prospect. Burned into my memory are the comments of many of my single subject peers in my credential program that could be summed up with the phrase, “I’m teaching science, not reading, that’s the job of the language arts teacher,” clearly unhappy over the prospect of having to take a course on reading and writing in the subject area. Over the years, these words still echo in staff meetings, on discussion boards, and even over meals between colleagues.

From day one, I was shocked by this mentality. Learn More…

Written by Jill Grace

Jill Grace

Jill Grace teaches 7th grade science at Palos Verdes Intermediate School and is the Middle School/Jr. High Director for CSTA.