January/February 2018 – Vol. 31 No. 2

NGSS: Replacing “Have To” with “Get To”

Posted: Wednesday, April 1st, 2015

by Anna Van Dordrecht

The following article was originally posted on March 6, 2015 by the Sonoma County Office of Education in their Exploring NGSS blog. It is republished here with permission from the author.

Now that we’re solidly into March, it’s a good time to take stock of New Year’s resolutions. The hype of January has long since worn off, so any resolutions that are still being kept are clearly important and have a much higher chance of succeeding than they did on January 2.

My resolution this year was—and still is—to examine how often I say “I have to” and, when possible, replace that statement with “I get to.” Although this may sound simple, I admit that I’ve failed on a number of occasions. I’ve been surprised at how hard it’s been to remember and amazed at what a big difference it makes in my outlook when I do.

IT ALL BEGINS WITH FROZEN YOGURT

The impetus for this resolution lies in an interaction with my students. It was a busy morning and I was very hungry, so at break I dashed to the refrigerator and grabbed a yogurt. I didn’t have time to open it until class began and to my great dismay I saw that it had frozen. I complained loudly, “Oh no! My yogurt froze. I hate when that happens.”

One of the students helpfully piped in, “Ms. Van, that’s a first-world problem.” Although not the comfort I was looking for in the moment, this was very true. For the most part, I am very privileged to have the option of yogurt or some other snack at any time I’d like it. After this encounter, I started thinking about other areas where I have a skewed perception of the demands and “trials” placed on me. Thus was born my resolution.

Since my resolution began in the classroom, much of what I’ve focused on has been work-related. As I’ve mentioned before, it’s a year of new adventures for me: working at SCOE and also teaching an AP course for the first time. It’s sometimes tempting to complain that I have to rush between two new, demanding jobs. However, what is far more true is that I have the honor of working with two amazing sets of colleagues and the opportunity to develop a micro and macro view of the changes in science education and what they mean.

When I end a week and don’t have any lessons planned for the next one, my first impulse is to grumble that I have to spend weekend time learning AP content and planning learning experiences for the students. But I can equally say that I get to learn new things, then spend time with incredible students who find biology fascinating.

WHAT IF WE ALL TRIED IT?

I wonder what would happen if we all tried replacing just a fraction of our education-based “have to” statements with “get to.” With CCSS already in play and the Next Generation Science Standards poised for implementation, there are a lot of things that feel like “have to” in science education.

We have to redesign lessons, units and, in some cases, entire curriculums. We have to make decisions about the sequence and structure of courses. We have to change some of our instruction and interactions with students. We have to break students in to new ways of learning science that they won’t all appreciate at first.

There are certainly needs and questions that we can’t wipe away with optimism and enthusiasm. Legitimately, there needs to be time structured into our day so that we can think about and make changes to curriculum and instruction. Tough decisions will need to be made. Students will struggle some with the transition, and we’ll need to develop strategies to help them.

We can’t change these realities and they need to be discussed. But the lens through which we approach this change can be altered. As science educators at this particular junction, we actuallyget to do quite a bit. We get to be creative in planning and instruction—and inspire the same creativity in students. We get the chance to engage in dialogue around decisions and truly consider what’s best for our students. We get to invite students to think in a different way, knowing that we are helping them develop skills they will take with them into the world. We get to inspire students about the STEM field at a time when it’s growing and there’s a lot of promise for employment and advancement.

I’ve already confessed that I don’t always remember my resolution. When I do, sometimes I don’t believe my own word choice. In addition, there’s no way around the fact that some things truly are a “have to” instead of a “get to.” At this time of year, when quarters and trimesters are ending and we’re all staring report cards in the face, you probably have no trouble agreeing! But even with all of this, a simple word choice has still made a difference. I am reminded more often that I’m extraordinarily lucky in my career. A change of wording also gives me hope even when the road ahead seems hard.

IT’S CONTAGIOUS

Perhaps the most compelling reason for me to continue pursuing my resolution is that it has the potential to impact others. “I get to” is contagious. It has inspired me to be more creative and enthusiastic, which in turn inspires colleagues and students. I encourage you to try it for one week—find one aspect of your job as an educator and replace “have to” with “get to.” If nothing else, you’ll try it, and then you’ll get to move on. But the odds are good that it will impact you and others. My hope is that it might also make the shift to Next Generation Science Standards more of a “get to” aspect of your work as a 21st century science educator.

 Anna Van Dordrecht is a Teacher-on-Loan for Science with the Sonoma County Office of Education, a science teacher at Maria Carrillo High School, and a member of CSTA.

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.

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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.