March 2015 – Vol. 27 No. 7

Consider Nominating a Colleague for a CSTA Award!

Posted: Wednesday, May 1st, 2013

by Laura Henriques

CSTA has two different awards that honor individuals. The CSTA Future Science Teacher Award recognizes promising college students with potential to be an outstanding science educator. The Margaret Nicholson Distinguished Service Award honors individuals who, through their leadership and service, have made significant contributions to science education in California.

The CSTA Future Teacher Award can be given to a prospective elementary, middle or high school teacher. The nominees are typically students enrolled in a teacher education program. They should show commitment to teaching and science education via volunteering, teaching, involvement in professional organizations, and have potential to be an outstanding teacher. Over the years teachers from all levels have been selected. The CSTA Board is able to give the award to one or two outstanding candidates per year.

The Margaret Nicholson Award is the highest honor given by CSTA. It acknowledges significant contributions to science education. Previously honorees have been science education leaders in curriculum development, policy, professional development, or district leadership. This award tends to be given to people with sustained records of service in California. All have made a positive impact on the quality of science teaching in the state.

I know that this time of year is a busy one for all of us but I encourage you to take the time to nominate someone for one of these awards. It is important for us to acknowledge excellence and recognize promise. Even if the person you nominate is not selected, imagine how great they will feel to know that you thought they were worthy of this honor. The awards will be announced and conferred at the Awards Breakfast at the October 2013 CSTA California Science Education Conference.

Details about the awards and previous winners can be found on the CSTA website.

Click here to submit a nomination for The CSTA Future Science Teacher Award.

Click here to submit a nomination for The Margaret Nicholson Distinguished Service Award.

Nominations for the 2013 CSTA awards must be postmarked by May 16, 2013.

 

Written by Laura Henriques

Laura Henriques

Laura Henriques is a professor of science education at CSU Long Beach and president of CSTA.

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LATEST POST

Engineering Brings It All Together

Posted: Tuesday, March 3rd, 2015

by Peter A’Hearn

P.Ahearn_Photo_1

I am really enjoying the creativity that NGSS is awakening in teachers. Those who want to create are taking the standards (and the freedom that comes from the lack of a test) and really exploring what engages their students. I found though, that even when trying our best to match up to the expectations of NGSS, there is a feeling that we missed something. Did we remember the crosscutting concepts? Did the students engage in the practices at the level that NGSS expects? Did we get to the engineering? How about the Nature of Science? Was the content deep enough to really teach the DCI to the point where it could be applied to a new situation? Was it engaging? About a real world phenomenon or problem? Learn More…

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Written by Peter AHearn

Peter AHearn

Peter A’Hearn is the K-12 science specialist in the Palm Springs Unified School District, Co-Chair of the 2013 Conference Committee, and a member of CSTA.

Meaningful Thinking in 140 Characters or Fewer

Posted: Tuesday, March 3rd, 2015

by Jill Grace

I’ve learned the hard way that I will get “huffs”, eye-rolls, grunts, and the occasional nuclear meltdown from students if I ask them to summarize their learning in, dare I say it, a paragraph. It’s as though paragraph is a bad word and how shocking that I would ask for one in science class! I even get slammed with questions: “How many sentences to I have to write?” (why are we still asking that question in middle school?), “Do I have to use complete sentences?”, and “Do I really have to write a whole paragraph?” *teacher sigh*

First and foremost, I am a huge advocate of having students produce writing in a science class. I will also admit that this can be a challenge, and so the year that I decided to make the shift to an interactive science notebook it was glaring at me. I would be asking students for writing as a vehicle to share their thinking (in what we refer to as “outputs” in the notebook) all the time. Although we wouldn’t be able to avoid the writing, sometimes I may want to ask my students to share their thinking in a way that will avoid the drama that asking for a paragraph can sometimes generate. (Incidentally, this was all prior to implementation of the Common Core Standards – where anecdotally, in just one year, I’ve seen a big shift in student acceptance of writing outside of language arts.) Learn More…

Written by Jill Grace

Jill Grace

Jill Grace teaches 7th grade science at Palos Verdes Intermediate School and is the Middle School/Jr. High Director for CSTA.

State Board to Vote on Suspension of API for 2014-2015

Posted: Tuesday, March 3rd, 2015

The California State Board of Education will vote on the Public School Accountability Act (PSAA) Committee’s recommendation to suspend the calculation of the Academic Performance Index (API) for a second year 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.

Exploring the Ecosystem That Is Your Classroom

Posted: Tuesday, March 3rd, 2015

by Laura Henriques

As you read through this month’s CCS you’ll find articles about biology, professional learning, NGSS implementation tales, and finding a job. I find the juxtaposition of the articles works. When we look for a job we need to have a good fit – we need to fill a niche in the school’s ecosystem and our needs must be met. When we look at our professional learning needs we are doing a self-assessment, finding out our own needs and meeting them

Earlier this year John Speigel, Anthony Quan and Yami Shimojyo wrote an article for CCS which discussed a pathway from NGSS awareness to implementation. If we use their awareness-transition-implementation matrix to mark our efforts we can start making changes to our instruction and have a mechanism to note progress. So let’s think of our classroom as its own teaching/learning ecosystem and start modifying the system to see what positive changes we can make to student engagement and student learning. Learn More…

Written by Laura Henriques

Laura Henriques

Laura Henriques is a professor of science education at CSU Long Beach and president of CSTA.

CSTA Legislative Update – March 2015

Posted: Tuesday, March 3rd, 2015

by Jessica Sawko

Friday, February 27, 2015 was the last day for legislators to introduce bills. As with many things with a deadline, the last days leading up to the deadline saw a flurry of activity and many bills were introduced. CSTA will be monitoring many pieces of legislation this year and will seek to have funding for NGSS implementation included in next year’s budget. Bills of note include:

AB 631 (Bonilla)Titled the “Common Core and Next Generation Science Standards Implementation Fund ActLearn 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.