November/December 2017 – Vol. 30 No. 2

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

Posted: Wednesday, December 1st, 2010

by Rick Pomeroy, with Sara and Ellen

Sara and Ellen: California Science Education Conference Reflections

Now that the 2010 California Science Education Conference has been put to bed, I thought it would be informative to ask Sara and Ellen about their experiences in Sacramento.  Both attended the conference in Sacramento, and both have some important things to say about their experiences.

Rick: What was the most beneficial thing you gained by attending?

Ellen: The most beneficial part of the CSTA conference was the resource room.  The workshops are also amazing, but to have hundreds of resource tables in rows ready, willing, and able to help all science teaching disciplines was wonderful.  I was able to get many free gifts such as: class sets of periodic tables, maps and posters, lesson plans, and lab equipment.  I also came in contact with many vendors who could help suggest different laboratories for classrooms and email lists to join.

Sara: I really enjoyed walking through the exhibit hall and getting a bunch of free and informative resources.  I walked away with class sets of periodic tables, posters, and lesson plans.  It’s so nice to be able to get these types of things without paying for them.  I feel like I am always spending money for my classroom, and it’s a relief to get a bit of it for free.  I also like looking at the commercial vendors because, though I am not really in a position to buy anything, I could still adapt their ideas to my own classroom.

Rick: Was there one workshop that you found most helpful for your first year of teaching?

Ellen: Although many were helpful, the most helpful workshop was the keynote speaker on evolution.  Evolution is the part of the biology curriculum that is difficult to teach for many reasons.  Students still do not grasp the conceptual knowledge needed to fully understand evolution and the science behind the evidence of evolution.  Also, many students have so many misconceptions before the unit, it can be a hard instructional unit to plan.  The speaker gave great tips on how to teach evolution and showed teachers how to focus on the macroevolution versus the microevolution that is most common in public schools today.  Overall, he was a great speaker, gave great resources, and had incredible ideas.

Sara: The workshop that I found most helpful was “Bell to Bell Engagement” by Maryanne Tornquist.  She gave us a lot of short and simple strategies for reviewing material and increasing participation.  I really needed that because I needed some fresh ideas that I could turn to for my natural science classes.  It was also beneficial because the attendees had a group discussion to get even more ideas.

Rick: As the conference committee for 2011 begins planning sessions, what suggestions can you make for the kinds of workshops or presentations that would be most helpful to new teachers?

Ellen: There were already so many helpful workshops offered this year! However, if I could add more workshops or presentations, I would like to have more laboratory or demonstrations for the classroom.  I feel I have seen so many repetitive ones over the years, and it would be great to have new, fresh ideas.  Also, more presentations and workshops that are designed to aid ELL students would be great.  There are probably many great techniques that I have not encountered yet, and I would love the help!

Sara: Personally, I would have liked to have seen some more demonstrations and laboratory activities in the workshops.  Ideally, I would like to see  someone show me one good (and fairly unique) demonstration for each major topic in chemistry.  New teachers don’t need to go to a workshop on how to teach English Language Learners; they just learned that in their credential program.  New teachers need good ideas for lesson plans on specific topics.

Rick: How can we reach out to new teachers to encourage them to attend the conference and participate in CSTA?

Ellen: I think the best way to communicate with new teachers is by email or flyers for the schools.  Being a new teacher is so difficult and busy, you feel like there is no way you can sacrifice your limited time.  I think new teachers need to be reminded that it is good to work on their practice by interacting with other teachers and developing their teaching techniques.  Finally, I think a friendly reminder of the resources (equipment, lesson plans, etc) available is a great way to target new teachers

Sara: Many of the teachers in my department did not even seem to know what CSTA was.  I think sending out flyers to schools would be the best method of reaching out.  E-mails can be easily deleted or redirected to spam, but a flyer is always looked at.  Because I am in southern California, I am definitely planning on attending next year’s conference in Pasadena, and I think I may be able to get some of my department to attend as well.  I think CSTA would be wise to focus on the geographical region that the conference will be held in because, obviously, it will be easier for those teachers to attend.

Rick: As new teachers, it is easy to think that conferences are places to get new ideas, but as the 2010 conference chair, I would encourage new teachers to get involved from the very start of their careers by submitting proposals for workshops of their own.  It might be a new strategy that they are using or something that would support other new teachers.  The most important thing is that it is teachers offering professional development opportunities for other teachers.  If you are considering submitting a proposal for the Pasadena conference, now is the time.  Short course proposals are in January, with workshop proposals due in mid-March.

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

Powered By DT Author Box

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.

Leave a Reply


Apply to Join Achieve’s Science Peer Review Panel

Posted: Friday, December 15th, 2017

Achieve is excited to announce the expansion of the Science Peer Review Panel!

Achieve’s Science Peer Review Panel (“Science PRP”) is an elite group of educators who work to evaluate and share high-quality lesson sequences and units that are designed for the Next Generation Science Standards (NGSS). Members of the Science PRP are part of the solution to a persistent problem in the science education field: not enough examples of high-quality instructional materials designed for the NGSS.

Join the Science PRP by filling out this online application and connect with a network of educators across the country committed to advancing science education for all students, develop your expertise in the NGSS, and work to make better science instructional materials more widely available to the science education field. This opportunity includes free, valuable professional learning experiences designed to deepen your understanding of the NGSS and the evaluation process for instructional materials. 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.

Priority Features of NGSS-Aligned Instructional Materials

Posted: Wednesday, November 29th, 2017

Recommendations for Publishers, Reviewers, and Educators. The California Science Teachers Association and the science teachers associations of three other Next Generation Science Standards (NGSS) west-coast states, Nevada, Oregon, and Washington, have co-authored a white paper on priority features of NGSS instructional materials. This is the first time our states have collaborated to convey a common vision on an issue of great importance for the implementation of the NGSS. We understand all too well that for meaningful shifts to happen and to support the full vision of the NGSS, strong K-12 Instructional materials are required. 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.

State Board Moves Forward Two Key Pieces Supporting CA NGSS Implementation

Posted: Wednesday, November 29th, 2017

by Jessica Sawko

CSTA President Jill Grace provides public comment at the November 8, 2017, California State Board of Education meeting.

On November 8, 2017, the California State Board of Education (SBE) took action on two items of import relating to the implementation of the California Next Generation Science Standards (CA NGSS). One item was relating to the California Science Test (CAST) and the other to instructional materials. CSTA provided both written and oral comments on both items along with providing input on what CSTA and many other advocates view as a critical component of our state’s emerging accountability system – student access to a broad course of study. 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.

NGSS – Early Attempts and Later Reflections from an Early Implementer Teacher

Posted: Thursday, November 23rd, 2017

by Christa Dunkel

  • There are so many acronyms! Where do I start?
  • What “baby step” should I take first? 
  • How can I make this happen in my elementary classroom?

All of these thoughts and more swam through my head over three years ago when I began my journey into NGSS. I was fresh from a week-long institute with the K-12 Alliance as part of the CA NGSS K-8 Early Implementation Initiative. Much of the week was spent on digging into the NGSS architecture – how the standards are set-up, how to read the standards, what each of the three dimensions meant. Now that I knew how to read them, I needed to figure out how to implement them into my classroom of 24 eight-year-olds. With some guidance from the K-12 Alliance leaders and my own district-level NGSS team, I began the process with some easy “baby steps.” Learn More…

Powered By DT Author Box

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.

CSTA Is Now Accepting Nominations for Board Members

Posted: Friday, November 17th, 2017

Current, incoming, and outgoing CSTA Board of Directors at June 3, 2017 meeting.

Updated 7:25 pm, Nov. 17, 2017

It’s that time of year when CSTA is looking for dedicated and qualified persons to fill the upcoming vacancies on its Board of Directors. This opportunity allows you to help shape the policy and determine the path that the Board will take in the new year. There are time and energy commitments, but that is far outweighed by the personal satisfaction of knowing that you are an integral part of an outstanding professional educational organization, dedicated to the support and guidance of California’s science teachers. You will also have the opportunity to help CSTA review and support legislation that benefits good science teaching and teachers.

Right now is an exciting time to be involved at the state level in the California Science Teachers Association. The CSTA Board of Directors is currently involved in implementing the Next Generations Science Standards and its strategic plan. If you are interested in serving on the CSTA Board of Directors, now is the time to submit your name for consideration. 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.