May/June 2017 – Vol. 29 No. 7

Making the Leap from the Classroom to TOSA

Posted: Tuesday, July 7th, 2015

by Kirsten Franklin

After 25 years as an elementary teacher, I decided to take the leap two years ago to become a TOSA (teacher on special assignment) to support K-12 teachers in my district in science and the common core state standards.  There is no specific handbook for doing this, but luckily, there have been great local and state resources to help. I have relied mainly on the trainings and guidance received from BaySci, a San Francisco Bay Area Science Consortium headed up by the Lawrence Hall of Science that my district has been part of since 2008. Membership in CSTA and NSTA, Twitter, reading the NRC Science Framework and the NGSS performance expectations over and over have also helped me to build understanding and confidence in the content and pedagogical shifts. Wrapping one’s head around the NGSS definitely takes time and multiple exposures!

So what has happened during my time as a TOSA in our district over the last two years?  A lot of coordinating, facilitating, resource collecting, and networking!  This has included advocating for science to be clearly represented in the district LCAP (Local Control Accountability Plan), sending teachers to CSTA conferences and county workshops, providing in-house professional development planned and facilitated by our BaySci teacher leaders, creating NGSS transition plans for K-5 and grades 6-8, facilitating a Professional Learning Network to develop academic discourse in science instruction, designing and teaching model science lessons, giving presentations at staff meetings, School Board meetings, Superintendent Advisory and Lay Advisory meetings, teaching a science-based summer PBL workshop through the extended education department at our local university, networking with non-formal science organizations, and collaborating with a team to plan and implement a program for primary teachers at the fall 2015 California Science Education Conference in Sacramento.

The overlap with science and the common core state standards may also be a unique aspect of my TOSA position. As I work in the Education Services Department, I have involvement in many other programs and projects such as K-12 Curriculum, Professional Learning Networks, Technology, and more.  Not only do I wear my science hat into these other elements of the district, but I am also able to help make unifying connections throughout all of them. The commonalities Venn diagram created by Tina Chuek from Stanford, for example, has been a big influence on our district as we work to infuse and embed common core practices across the grades and subject areas.

This TOSA position is year-to-year depending on funding.  I have no idea what school or grade level I will land in, if and when, this job is over.  But that unknown has been well worth the risk.  I have had a wonderful opportunity to immerse myself in learning about science instruction during this historical transition in content and pedagogy. I have loved being able to support teachers in my district to develop in their instructional practices in science, and it will be so exciting to see the impact of the NGSS on students in the not-so-distant future!

Kirsten Franklin is a Teacher on Special Assignment for the Petaluma City School District and is 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.

One Response

  1. I’m applying for a literacy TOSA position in a local school district. I’ve been in the classroom for nearly 7 years and am looking for a new challenge. If you don’t mind me asking, what type of questions were you asked during your interview. I want to make a good impression, but don’t quite know how to prepare for the interview. Thanks for any help you can offer.

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LATEST POST

CSTA Annual Conference Early Bird Rates End July 14

Posted: Wednesday, July 12th, 2017

by Jessica Sawko

Teachers engaged in workshop activity

Teachers engaging in hands-on learning during a workshop at the 2016 CSTA conference.

Don’t miss your chance to register at the early bird rate for the 2017 CSTA Conference – the early-bird rate closes July 14. Need ideas on how to secure funding for your participation? Visit our website for suggestions, a budget planning tool, and downloadable justification letter to share with your admin. Want to take advantage of the early rate – but know your district will pay eventually? Register online today and CSTA will reimburse you when we receive payment from your district/employer. (For more information on how that works contact Zi Stair in the office for details – 916-979-7004 or zi@cascience.org.)

New Information Now Available On-line:

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.

Goodbye Outgoing and Welcome Incoming CSTA Board Members

Posted: Wednesday, July 12th, 2017

Jill Grace

Jill Grace, CSTA President, 2017-2019

On July 1, 2017 five CSTA members concluded their service and four new board members joined the ranks of the CSTA Board of Directors. CSTA is so grateful for all the volunteer board of directors who contribute hours upon hours of time and energy to advance the work of the association. At the June 3 board meeting, CSTA was able to say goodbye to the outgoing board members and welcome the incoming members.

This new year also brings with it a new president for CSTA. As of July 1, 2017 Jill Grace is the president of the California Science Teachers Association. Jill is a graduate of California State University, Long Beach, a former middle school science teacher, and is currently a Regional Director with the K-12 Alliance @ WestEd where she works with California NGSS K-8 Early Implementation Initiative districts and charter networks in the San Diego area.

Outgoing Board Members

  • Laura Henriques (President-Elect: 2011 – 2013, President: 2013 – 2015, Past President: 2015 – 2017)
  • Valerie Joyner (Region 1 Director: 2009 – 2013, Primary Director: 2013 – 2017)
  • Mary Whaley (Informal Science Education Director: 2013 – 2017)
  • Sue Campbell (Middle School/Jr. High Director: 2015 – 2017)
  • Marcus Tessier (2-Year College Director: 2015 – 2017)

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.

Finding My Student’s Motivation of Learning Through Engineering Tasks

Posted: Wednesday, July 12th, 2017

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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.

State Schools Chief Tom Torlakson Unveils Updated Recommended Literature List

Posted: Wednesday, July 12th, 2017

SACRAMENTO—State Superintendent of Public Instruction Tom Torlakson unveiled an addition of 285 award-winning titles to the Recommended Literature: Prekindergarten Through Grade Twelve list.

“The books our students read help broaden their perspectives, enhance their knowledge, and fire their imaginations,” Torlakson said. “The addition of these award-winning titles represents the state’s continued commitment to the interests and engagement of California’s young readers.”

The Recommended Literature: Prekindergarten Through Grade Twelve list is a collection of more than 8,000 titles of recommended reading for children and adolescents. Reflecting contemporary and classic titles, including California authors, this online list provides an exciting range of literature that students should be reading at school and for pleasure. Works include fiction, nonfiction, poetry, and drama to provide for a variety of tastes, interests, and abilities. 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.

Teaching Science in the Time of Alternative Facts – Why NGSS Can Help (somewhat)

Posted: Wednesday, July 12th, 2017

by Peter A’Hearn

The father of one of my students gave me a book: In the Beginning: Compelling Evidence for Creation and the Flood by Walt Brown, Ph. D. He had heard that I was teaching Plate Tectonics and wanted me to consider another perspective. The book offered the idea that the evidence for plate tectonics could be better understood if we considered the idea that beneath the continent of Pangaea was a huge underground layer of water that suddenly burst forth from a rift between the now continents of Africa and South America. The waters shot up and the continents hydroplaned apart on the water layer to their current positions. The force of the movement pushed up great mountain ranges which are still settling to this day, resulting in earthquakes along the margins of continents. This had happened about 6,000 years ago and created a great worldwide flood. Learn More…

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Written by Peter AHearn

Peter AHearn

Peter A’Hearn is the Region 4 Director for CSTA.