California’s National Board Certified Science Teachers
Posted: Tuesday, March 1st, 2011
Did you know that California has 334 National Board Certified science teachers? These teachers have gone the extra mile to have their hard work recognized by the National Board for Professional Teaching Standards (NBPTS). CSTA salutes and congratulates these esteemed professionals.
Susan Lyn Bideshi
John Eric Burns
Tami Lee Irvine
Colleen Kinney Caldwell
Susan Kolberg Pritchard
Ava Rorita Brown
Robin Van Vorhis
Rosalie Van Zyl
Adolescence and Young Adulthood
Ann Michelle Aberle
Steve Engelmann, M. Ed.
Heidi Helene Haugen
Jo Ann Knecht
Constance Mc Donnell-Rice
Amy Mc Laughlin
Raymond Millette, Jr.
Lisa Minkin Gallegos
Carolyn Noe Csongradi
Julia Lynn Smith
Edye Carol Udell
Alan Van Divort
Brendhen Van Loo
Jack West Jr.
James Wicks, Sr.
Julie Witt Reis
Posted: Saturday, February 6th, 2016
by Jenna Porter & Rich Hedman
Over the next few years, school districts throughout California will need to decide which curriculum course model to adopt for high school science. Unlike middle school, for which there are two relatively straightforward course models (preferred integrated and alternative discipline specific), high schools will have more than 4 distinct course model options (see Table 1). Which model would be best for high schools in your district? To assist you in answering that question, we offer some resources and points to consider, and make a recommendation for providing equitable opportunities for all students to access the new science curriculum. Learn More…
Posted: Friday, January 15th, 2016
Are you a Next Generation Science Teacher? Have the science teachers at your school participated in current science safety professional development? Did you know that training in science safety is required by CALOSHA to keep employees safe? Do you know what documentation is required to reduce an individual teacher, administrator, and/or the school’s liability?
The Science Safety for Educators Online Course will provide participants with information to build a solid foundation to create a safe science environment for employees and students. It is recommended that schools, districts, and organizations have as a goal to prepare 100% of all science teachers and other related personnel for the ever-changing environment of safety for themselves, others, and students. Learn More…
Posted: Friday, January 15th, 2016
by Jill Grace
Teachers, the moment is NOW for you to take action to influence how your district supports science education.
I often get inquiries by teachers as to how they can gain access to financial support as they transition to instruction in the California Next Generation Science Standards (CA NGSS). This includes funding to attend professional learning opportunities (like the state-wide CA NGSS Roll Outs or CSTA’s California Science Education Conference which has a heavy CA NGSS emphasis) or sub-release time for teacher collaborative planning. The lack support in some districts and schools for these activities appears to be a “lost in translation” issue; many principals and district leaders are financially supporting these activities as they relate to English language arts and math, but not science. One of the reasons why we have a lengthy period of time leading to full implementation of the CA NGSS is to give teachers time to prepare: time to refresh on science concepts that are new at your grade-level and time to wrap your head around the shifts in instruction that the CA NGSS call for. The need for this time to prepare for the implementation of the CA NGSS is recognized at the state-level.
“We encourage local districts to begin implementation of the science standards now. The recently released draft of the new California NGSS curriculum framework can serve as an invaluable resource at all grade levels. We recognize the time required to build capacity among teachers and students for these new science standards,” said Mike Kirst, president of the California State Board of Education.
Trish Williams, member and NGSS Liaison on the California State Board of Education (SBE) added: “the State Board of Education knows that the NGSS represent a very different way of teaching from the 1998 California science standards, and knows that change takes time; teachers of science will need professional learning support from their district to explore and become comfortable teaching science with an NGSS three-dimensional approach.” Learn More…
Posted: Thursday, January 14th, 2016
by Lisa Hegdahl
“The overarching goal of our framework for K-12 science education is to ensure that by the end of 12th grade, all students have some appreciation of the beauty and wonder of science …”
A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas*
In 1985, I graduated from the University of California at Davis, with a Bachelor of Science in Zoology. In 1991, I began teaching 8th grade science in Galt, where our school’s science department determined the topics I taught which, for 7 years, were genetics, sound, astronomy, and body systems. In 1998, the CA Science Content Standards arrived and the 8th grade science curriculum became exclusively physical science – physics, astronomy, and chemistry – a far cry from my Zoological roots. As are many of you, I am now in the process of transitioning to the CA Next Generation of Science Standards (NGSS) 6-8 Integrated Model which means, once again, changing the core ideas I teach my 8th graders. Instead of strictly physical science, I will now teach Integrated Life Science, Earth and Space Science, and Physical Science (along with the Science and Engineering Practices, SEPs, and the Crosscutting Concepts, CCCs). Learn More…
Posted: Thursday, January 14th, 2016
by Anna Van Dordrecht, MA and Adrienne Larocque, PhD
Storytelling, which is fundamental to humanity, is increasingly being used by scientists to communicate research to a broader audience. This is evident in the success of scientists like Neil deGrasse Tyson. Capitalizing on this, in our classrooms we both tell stories about scientists under the banner of People to Ponder. Benefits of storytelling for students are numerous, and many align with NGSS. Specifically, Appendix H states that, “It is one thing to develop the practices and crosscutting concepts in the context of core disciplinary ideas; it is another aim to develop an understanding of the nature of science within those contexts. The use of case studies from the history of science provides contexts in which to develop students’ understanding of the nature of science.”
A Person to Ponder – Frances Kelsey
Frances Kelsey was born in 1914 in British Columbia, Canada. She graduated from high school at 15 and entered McGill University where she studied Pharmacology. After graduation, she wrote to a famous researcher in Pharmacology at the University of Chicago and asked for a graduate position. He accepted her, thinking that she was a man. While in Chicago, Kelsey was asked by the Food and Drug Administration to research unusual deaths related to a cleaning solvent; she determined that a compound, diethylene glycol, was responsible. This led to the 1938 passage of the Federal Food, Drug, and Cosmetic Act, which gave the FDA control to oversee safety in these categories. In 1938, Kelsey received her PhD and joined the Chicago faculty. Through her research, she discovered that some drugs could pass to embryos through the placental barrier. Learn More…