January/February 2018 – Vol. 31 No. 2

A Year in the Life of Two First Year Teachers: A Play in 10 parts

Posted: Wednesday, September 1st, 2010

by Rick Pomeroy, with Sara and Ellen

This article is the first in a series of monthly articles following the first year of teaching for Sara and Ellen.  Throughout the year, you will see the challenges each face in their new careers in very different schools, one in northern California and one in southern California. The content of the articles will be a conversation, including their responses to my questions and hopefully your comments to them through email.  If you would like to send them comments, please address those to saraandellen@gmail.com.  Due to space limitations, your comments will be summarized in the following month’s column.

Rick: Sara and Ellen, why did you decide to pursue a career in science teaching?

Sara: Teaching has always been something that I have been interested in.  I was a tutor throughout high school and felt that I was able to explain things more clearly than some of my teachers.  In high school, I found myself loving a subject that many of my peers loathed: chemistry.  I decided to pursue my Bachelor’s degree in chemistry because it was the one subject that I was both interested in and felt that I would enjoy doing on a daily basis.  Going into college, I had my heart set on being a forensic chemist, but I quickly realized that working in a lab all day would not make me happy.  I decided to do a teaching internship in a high school chemistry classroom and found that I really enjoyed helping kids learn about a subject that I fell in love with.  That internship was the final push for me to become a science teacher.

Ellen: I decided to pursue a career in science teaching for a few reasons.  Throughout my life, I have always had a passion for science, so naturally, I excelled in science in college and received a bachelor’s degree in neurobiology, physiology, and behavior.  During my undergraduate years, I worked in a biotechnology lab where we traveled to local schools and directed high school students through different laboratories.  These teaching experiences paired with eight years of teaching dance at local studios to students of all ages led me to my decision of pairing my two loves: science and teaching.

Rick: Please tell me a little bit about the subjects you will be teaching this year and the schools where you are teaching.

Sara: I am teaching at a comprehensive high school in southern California.  The school has over 2,800 enrolled students, with 10 percent English language learners and 35 percent qualifying for free or reduced price lunch.  The school is relatively new, with the upcoming school year being just its fifth academic year.  The bell schedule is an alternating block schedule, where one day the students attend three of their classes for two hours each, then the next day the other three classes.  I will be teaching three sections of natural science, which is designed mainly for sophomores who are not quite ready to take chemistry.  I will also be teaching two sections of general chemistry, designed for sophomores.  The students all take biology or life science as freshmen.

Ellen: I will be teaching at a traditional high school located in northern California.  It has been classified as a Program Improvement school.  This school serves a diverse population, including families with a wide range of educational, ethnic, and socioeconomic backgrounds.  Approximately 1,800 students attend this school, and over thirty languages are spoken on campus.  The two significant languages that are spoken on campus, other than English, are Spanish and Russian.

The school is on a 4×4 block schedule, meaning students attend four 90-minute classes a semester.  Each teacher teaches three of the four classes; the remaining period is a prep-period.  I will be teaching two college-prep chemistry courses and one Principles of Biomedicine course each semester.

Rick: What is your biggest concern about starting your first year of teaching?

Sara: My biggest concern is adjusting to the alternating block schedule.  My high school and the school where I student taught were both on the traditional six classes a day schedule.  I used an entire curriculum that was designed for one-hour classes.  Therefore, I will need to alter many of my lesson plans to make sure that I am able to keep my students engaged and moving forward for the entire two hours of class.

Ellen: I am in a unique position because the school where I am teaching this year is also the school where I did my student teaching assignments, so I believe my concerns are less than that of other new teachers.  That being said, my biggest concern about starting my first year of teaching is incorporating science inquiry-based lessons into a direct instruction system that is in place at this school.  However, most of the science staff are very supportive of this style of teaching, so I hope that the department will all move towards the inquiry-based science lessons.

Author’s Note: Due to the production schedule of eCCS, these articles will be written about a month prior to publication.

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Written by Rick Pomeroy

Rick Pomeroy

Rick Pomeroy is science education lecturer/supervisor in the School of Education, University of California Davis and is a past-president of CSTA.

One Response

  1. Hey, very nice article. Can’t wait to hear more.

    R

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LATEST POST

California Science Test Academy for Educators

Posted: Thursday, February 15th, 2018

California Science Test Academy for Educators

To support implementation of the California Science Test (CAST), the California Department of Education is partnering with Educational Testing Service and WestEd to offer a one-day CAST Academy for local educational agency (LEA) science educators, to be presented at three locations in California from 8:30 a.m. to 3:30 p.m. As an alternative to traveling, LEA teams can participate virtually via WebEx on one of the dates listed below.

The dates and locations for the CAST Academy are as follows:

  • Monday, April 23, 2018—Sacramento
  • Wednesday, April 25, 2018—Fresno
  • Thursday, April 26, 2018—Irvine

The CAST Academy will help participants develop a deeper understanding of the assessment design and expectations of the CAST. The academy also will provide information and activities designed to assist educators in their implementation of the California Next Generation Science Standards and three-dimensional learning to help them gain an understanding of how these new science assessment item types can inform teaching and learning. The CAST Academy dates above are intended for school and district science instructional leaders, including teacher leaders, teacher trainers, and instructional coaches. Additional trainings will be offered at a later date specifically for county staff. In addition, curriculum, professional development, and assessment leaders would benefit from this training.

A $100 registration fee will be charged for each person attending the in-person training. Each virtual team participating via WebEx will be charged $100 for up to 10 participants through one access point. Each workshop will have the capacity to accommodate a maximum of 50 virtual teams. Each virtual team will need to designate a lead, who is responsible for organizing the group locally. Registration and payment must be completed online at http://www.cvent.com/d/6tqg8k.

For more information regarding the CAST Academy, please contact Elizabeth Dilke, Program Coordinator, Educational Testing Service, by phone at 916-403-2407 or by e‑mail at caasppworkshops@ets.org.

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.

Accelerating into NGSS – A Statewide Rollout Series Now Accepting Registrations

Posted: Friday, January 19th, 2018

Are you feeling behind on the implementation of NGSS? Then Accelerating into NGSS – the Statewide Rollout event – is right for you!

WHO SHOULD ATTEND
If you have not experienced Phases 1-4 of the Statewide Rollout, or are feeling behind with the implementation of NGSS, the Accelerating Into NGSS Statewide Rollout will provide you with the greatest hits from Phases 1-4!

OVERVIEW
Accelerating Into NGSS Statewide Rollout is a two-day training geared toward grade K-12 academic coaches, administrators, curriculum leads, and teacher leaders. Check-in for the two-day rollout begins at 7:30 a.m., followed by a continental breakfast. Sessions run from 8:00 a.m. to 4:15 p.m. on Day One and from 8:00 a.m. to 3:30 p.m. on Day Two.

Cost of training is $250 per attendee. Fee includes all materials, continental breakfast, and lunch on both days. It is recommended that districts send teams of four to six, which include at least one administrator. Payment can be made by check or credit card. If paying by check, registration is NOT complete until payment has been received. All payments must be received prior to the Rollout location date you are attending. Paying by credit card secures your seat at time of registration. No purchase orders accepted. No participant cancellation refunds.

For questions or more information, please contact Amy Kennedy at akennedy@sjcoe.net or (209) 468-9027.

REGISTER

http://bit.ly/ACCELERATINGINTONGSS

DATES & LOCATIONS
MARCH 28-29, 2018
Host: San Mateo County Office of Education
Location: San Mateo County Office of Education, Redwood City

APRIL 10-11, 2018
Host: Orange County Office of Education
Location: Brandman University, Irvine

MAY 1-2, 2018
Host: Tulare County Office of Education
Location: Tulare County Office of Education, Visalia

MAY 3-4, 2018
Host: San Bernardino Superintendent of Schools
Location: West End Educational Service Center, Rancho Cucamonga

MAY 7-8, 2018
Host: Sacramento County Office of Education
Location: Sacramento County Office of Education Conference Center and David P. Meaney Education Center, Mather

JUNE 14-15, 2018
Host: Imperial County Office of Education
Location: Imperial Valley College, Imperial

Presented by the California Department of Education, California County Superintendents Educational Services Association/County Offices of Education, K-12 Alliance @WestEd, California Science Project, and the California Science Teachers Association.

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.

The Teaching and Learning Collaborative, Reflections from an Administrator

Posted: Friday, January 19th, 2018

by Kelly Patchen

My name is Mrs. Kelly Patchen, and I am proud to be an elementary assistant principal working in the Tracy Unified School District (TUSD) at Louis Bohn and McKinley Elementary Schools. Each of the schools I support are Title I K-5 schools with about 450 students, a diverse student population, a high percentage of English Language Learners, and students living in poverty. We’re also lucky to be part of the CA NGSS K-8 Early Implementation Initiative with the K-12 Alliance. Learn More…

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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.

2018 CSTA Conference Call for Proposals

Posted: Wednesday, January 17th, 2018

CSTA is pleased to announce that we are now accepting proposals for 90-minute workshops and three- and six-hour short courses for the 2018 California Science Education Conference. Workshops and short courses make up the bulk of the content and professional learning opportunities available at the conference. In recognition of their contribution, members who present a workshop or short course receive 50% off of their registration fees. Click for more information regarding proposals, or submit one today by following the links below.

Short Course Proposal

Workshop Proposal 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.

CSTA’s New Administrator Facebook Group Page

Posted: Monday, January 15th, 2018

by Holly Steele

The California Science Teachers Association’s mission is to promote high-quality science education, and one of the best practice’s we use to fulfill that mission is through the use of our Facebook group pages. CSTA hosts several closed and moderated Facebook group pages for specific grade levels, (Elementary, Middle, and High School), pages for district coaches and science education faculty, and the official CSTA Facebook page. These pages serve as an online resource for teachers and coaches to exchange teaching methods, materials, staying update on science events in California and asking questions. CSTA is happy to announce the creation of a 6th group page called, California Administrators Supporting Science. 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.