January/February 2018 – Vol. 31 No. 2

A Year in the Life of Two First Year Teachers: Part Eight

Posted: Sunday, May 1st, 2011

by Rick Pomeroy, with Sara and Ellen

As the year draws to a close, I decided to ask Sara and Ellen the kinds of questions that every teacher educator asks their students at the end of the year. I wanted them to reflect on their first year of teaching with an eye to some of the successes that they had. At this time of year, new teachers are often caught up in testing, pink slips, and exhaustion. It has been my experience that they lose site of the reasons that they went into this business in the first place. I think Sara and Ellen’s responses hold a lot of interest for those of you who have been following their development over the year and for those of us who wish them the best in years 2-30. I don’t think anyone could sum up the impact that teachers have on others better than Ellen has in her last comment.

Here are the questions I asked and their responses:

1) What was the most valuable thing you learned during your first year of teaching?

Sara: I learned more about my own teaching style and what policies I want to have in place in my own classroom. Student teaching is the time to get ideas and enforce the policies of your cooperating teacher and, this year, you don’t have that person watching over your shoulder ready to catch you if you make a mistake. I was able to develop my own routine as a teacher on my own and I think it is something that I will be able to develop further every year.

Ellen: The most valuable thing I learned this year is how to balance all of the responsibilities of teaching. BTSA did prove to be a hard assignment because I wanted to spend quality time completing assignments, and truly reflecting on my teaching practices. However, this got in the way of spending quality time planning lessons and incorporating valuable activities into them. Also, the balance between covering all the material that the state of California would like you to and truly teaching advanced skills such as critical thinking and problem solving proved to be difficult. I cannot wait to have the summer to prepare lessons that can achieve both of these important goals in education.

2) If you could do this year over again, what would you do differently?

Sara: I definitely had a few students this year that really made me stress, but now I have a much better grasp as to how to deal with those types of students. This entire year was a learning process, and I don’t think I would change any of it. Instead, I plan to implement everything I have learned into my classroom next year.

Ellen: As far as management and discipline, I have worked out a good system to deal with tardies/behavior issues, etc. It took a semester to work it out due to finding things that I truly care about (late work, tardies, absences, etc.) I am excited to implement this at the beginning of the year and see what a difference it will make.

3) What recommendations can you make to students who are completing their credential programs this spring and heading out into their own classrooms for the first time in the fall?

Sara: Ask as many questions as you can, even if you think they are silly questions. Wherever you end up, the staff will understand that you have a lot of questions, and from my experience, they will be helpful in answering them. However, they might forget to tell you important information because they assume everyone knows what they are talking about. If you don’t know, just ask. Also, make sure to plan! Some teachers are able to just walk into a classroom and come up with a lesson plan off the top of their head. As a first year teacher, you won’t be able to do that and you will be very busy, so make sure you are at least two days ahead of lesson plans, and a lot of your stress could be cut in half.

Ellen: I think it is important for students entering education to align their practices with the teaching styles and rules of the school they are entering. If they have collaborative assessments make sure to see them beforehand if possible. Also, try to find out all the “tricks” before school starts, such as: emergency practices/drills information, staff meeting norms, teachers around you that you can trust, and some one in the administration building you feel comfortable talking with about any issues you might be having (with students, etc). This information really came in handy this year during drills and meetings for me.

4) What was one memorable moment from this past year that you will carry with you next year and into the future?

Sara: The most important thing to me is to build a good relationship with my students. I am not afraid to show my personality when I am teaching and allow my students to really know who I am. My students know that I am a nerd at heart, I hate country music, and I love NASCAR. Because of this, students feel more comfortable with me. I have had students tell me that they enjoy my class because I’m normal to them. If they need someone to talk to, they feel comfortable coming to me. Because my students really know me, I have a much better understanding of them because they aren’t afraid to show who they are in my classroom. Getting this positive feedback from my students this year made me realize that while it is important to me to let my students see my personality, it is also important to the students.

Ellen: I have a strict policy about students using appropriate language that is respectful to all subcultures. Because of the area in which I teach, this was a difficult policy with which to follow through. I am very sensitive to the ever-popular, yet horrible student sayings such as “that’s gay” and the use of the “N” word. However, each time [I hear it] I have a system in place to deal with such language. So, a few weeks ago, a very quiet student who hasn’t really talked to me much approached me after class. She exclaimed, “You are the first person to ever care when students say ‘that’s gay’. I so appreciate that. It makes me think you care about everyone’s feelings.” and hugged me. I never thought that my actions on these sayings would affect someone that much. So I learned you never know who you affect by what you say/do or allow in your classroom. This was a very valuable lesson for me about small things you can do to make everyone feel welcome and comfortable.

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

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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.

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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!

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!

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.



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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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.

Find Your Reason to Engage

Posted: Monday, January 15th, 2018

by Jill Grace

I was recently reflecting on events in the news and remembered that several years ago, National Public Radio had a story about a man named Stéphane Hessel, a World War II French resistance fighter, Nazi concentration camp survivor, and contributor to the United Nation’s Universal Declaration of Human Rights. The story focused on a book he had published, Time for Outrage (2010).

In it, Hessel makes the argument that the worst attitude is indifference:

“Who is in charge; who are the decision makers? It’s not always easy to discern. We’re not dealing with a small elite anymore, whose actions we can clearly identify. We are dealing with a vast, interdependent world that is interconnected in unprecedented ways. But there are unbearable things all around us. You have to look for them; search carefully. Open your eyes and you will see. This is what I tell young people: If you spend a little time searching, you will find your reasons to engage. The worst attitude is indifference. ‘There’s nothing I can do; I get by’ – adopting this mindset will deprive you of one of the fundamental qualities of being human: outrage.  Our capacity for protest is indispensable, as is our freedom to engage.”

His words make me take pause when I think of the status of science in the United States. A general “mistrust” of science is increasingly pervasive, as outlined in a New Yorker article from the summer of 2016. Learn More…

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Written by Jill Grace

Jill Grace

Jill Grace is a Regional Director for the K-12 Alliance and is President of CSTA.