January/February 2018 – Vol. 31 No. 2

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

Posted: Saturday, February 26th, 2011

by Rick Pomeroy, with Sara and Ellen

I decided to change up the format of the Sara and Ellen articles for this edition.  Instead of me asking them questions, I thought it would be interesting to see what questions they might ask of me at this point in their first years of teaching. As you recall, Sara and Ellen were my students last year. Both have stayed in touch with me through these articles as well as through their work on their Masters of Arts projects this year. After reviewing their lists of questions, I have chosen four that I feel are representative of the kinds of questions many first year teachers may have.  If any experienced teachers have additional comments or other ideas, I would encourage you to post them as comments in the new eCCS format or reply to me personally at jrpomeroy@ucdavis.edu or to Sara and Ellen directly at SaraandEllen@gmail.com

1) Being employed by a school/district that uses (and overuses) common assessments, I have formed a very strong opinion against these assessments. What is your experience with common assessments and how do you feel about them?

Common assessments are yet another way to standardize the educational process under the assumption that if every student is given exactly the same curriculum, under exactly the same condition, they will learn exactly the same content, and therefore should perform equally well on a common assessment. Unfortunately, this is not the case in any classroom I have observed. What I would suggest is that teachers in a science department or teachers within science subject areas meet to identify the key, foundational concepts that are necessary for students to learn and decide what evidence would be required to demonstrate that learning. Based on this list, they would then agree on an array of acceptable ways for students to demonstrate their mastery of that content. These could definitely be aligned with the State Standards, and typical testing formats could be included as one method for demonstrating this understanding but they should not be the only way.

2) Everyone seems to have a first year teaching horror story. What is yours?

As a first year teacher I taught three different subjects in five different rooms. At one point in the year, I was assigned to teach sex education in one of the geography classrooms. At that time, one of the first lessons in the district adopted curriculum, was to write all of the slang terms associated with sex, anatomy, life style, etc. on the board so that the students could learn that slang terminology would not be appropriate for the remainder of the unit. After the class, I erased the board completely, loaded up my travelling teacher cart, and headed to my next room. Unfortunately, the teacher whose room I had just left felt that I should have washed her chalk boards before leaving to eliminate any possibility that her precious students, many of whom were in the class I had just taught and who may have contributed the terms for the board, might see these offensive terms. Soooooo, she called me in my classroom and demanded that I return to her room immediately and wash the boards in front of her class. Needless to say, I was extremely embarrassed by this treatment. The only thing that made it ok was that the next day, the students in my class told me how embarrassed they were for me to be treated that way. In the end, I survived to teach 19 more years in that district and she retired at the end of that year.

3) You have been a teacher and administrator. What were the pros and cons to both? Which did you enjoy more?

Over the years, I have come to realize that I am a classroom junkie. I get my energy and define what I do by thinking about and applying my work to classrooms.  With that said, I must admit that I enjoyed my time as an administrator because it gave me a larger number of classrooms to visit. As the principal, I got to see all of the classes at the small high school where I worked. Instead of just knowing what was happening in the science classes, I got to see math and English and art as well. I did not particularly enjoy dealing with all of the bureaucracy nor did I like having to deal with students who made bad choices. My time as a principal gave me a much richer understanding of not only the breadth of the high school curriculum but of the expectations for the students as well.

4) I have been fortunate to have supportive friends, family, and coworkers, that have prevented me from feeling like I’m drowning, but I know that some beginning teachers don’t have that same support. What do you suggest to beginning teachers that feel like they are drowning?

This is a tough question.  I must say that every year, I enjoy the experience of seeing my student teachers from the previous year at the California Science Education Conference. When I ask them how it is going, the universal response is “I am so tired!”  Teaching, particularly in your first few years, is exhausting. When you get tired, it is easy to feel overwhelmed which can lead to feeling depressed.  None of these feelings are any fun.  What I always suggest first is that you should keep forcing yourself to have some fun. Do the kinds of things you did for fun before you started your student teaching. Second, spend time planning. Make sure you are planned for the next day before you leave each night (and this includes Fridays). Third, get to know the people you teach with. Particularly, any other new teachers at your school even if they teach in a different subject area. Build a new support group. Go out together for dinner or a movie, find some things that you both enjoy and try doing some of them. In the end, you have to balance your emotional health and your professional health. It is very easy to let one get out of whack at the expense of the other. Work hard to keep this in balance. Finally, give up the tyranny of the dream. Come to grips with the idea that every day cannot be a write home to mom, day. There will be good days and there will be bad days. Learn from those days when things don’t go the way you expect and vow to never do the same thing again.

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!

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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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.