January/February 2018 – Vol. 31 No. 2

Forward Looking Retrospective

Posted: Saturday, September 1st, 2012

by Rick Pomeroy

Every year, about mid August, I start to get this funny, unsettled feeling. As I drive around town, I see more and more cars in school parking lots, lawns around school get mowed more regularly, large piles of boxes appear by the front doors of schools, and the lights at the local football stadium are on late in the evening. Like the first leaves in spring or the smell of freshly mowed grass on a warm summer day, these images of the reopening of schools signal a start of yet another school year.  These are inspiring to me and the excitement and anticipation that comes with every new school year are the feelings I look forward to and cherish.

After 37 first days of school, you would think I would get used to this but, alas, I have not. Each year, I rethink past lessons asking myself how I might make them a little better. How can I relate concepts to my students’ lives, and how can I inspire students to push themselves to new heights and new successes? These are questions that teachers everywhere share. Despite what some may perceive, we are not factory workers doing the same thing year after year. We don’t reuse the same lessons we used five years ago, and we can’t use the same examples we have used in the past. Just as the recent Mars landing brought back the joy I felt when I watched the Eagle land on the moon, I also realized that most of my students had not even been born in 1969. Since that time, entire space programs have been launched and retired and most students carry around more computing power in their cell phones than was available to the astronauts that landed on the moon. Diseases that were unknown when I started teaching have ravaged millions of lives but are now readily (but perhaps only temporarily) controlled through drugs or therapies that have been developed by the very same people I may have taught as 7th graders in my first year of teaching.

It is not just the content of science that has changed. The entire culture and environment of teaching has changed and yet our dedication to inspiring our students to be successful remains the same. We are preparing them to take their places in a society that is significantly different than that of their parents, but we are also preparing them to be successful in a society that will be significantly different than that of their children. To say that change is inevitable is almost cliché. A better view would be to say that to survive we must embrace the fact that change will happen and prepare our students to deal with those changes. We can no longer rest on the notion that possessing scientific knowledge is the key to success, but rather, must equip our students with the tools, skills, knowledge, and habits of mind to react appropriately to change, and to embrace and make that the most of opportunities that changes bring.

As I have said in previous editions of California Classroom Science, we are entering a period of rapid change in science education. Standards, assessments, technology, and even the content of science will be changing rapidly in the coming year. As we begin this new academic year, I challenge you to rethink the things you do each day. Begin to engage in the conversations surrounding the metamorphosis of science education as we have done it for fifteen years, into a science education that prepares our students for college and careers, to enter a more technologically dependent world, and to find solutions to questions not yet asked using tools not yet developed.

As you start back to school or embark on a new career as a science teacher, I would like to wish a successful start to the new year, a renewed energy to champion the importance of science education for all students, and the satisfaction to know that what you do makes a difference.

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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.

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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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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.

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.