January/February 2018 – Vol. 31 No. 2

Three Examples of Science Education Leaders (at least by my definition of leadership)

Posted: Monday, June 20th, 2016

by Joseph Calmer

Whenever I think about leadership I mentally cut away to various scenes in Office Space. I think too often ‘leadership’ and ‘boss’ are mistakenly used interchangeably. It is probably too common in schools to simply tell teachers what to do (i.e. the old standards) rather than build support of a vision that teachers will (collectively) work towards (i.e. the NGSS standards). For too long science teachers were simply told what to teach.

The problem is, that is not leadership (at least not in my mind). For me, I can differentiate titles from leadership. Yes, there is a chain of command that gives guidance and structure to an organization. But I think that a person who simply has more power than me is not necessarily my leader. The difference between authority and leadership isn’t often thought about or discussed; maybe they are too often even mistaken for the same thing.

I have worked for a long time in education. I think this has mainly occurred because I am compliant. I have always had a boss and I have always done what has been asked of me. As more years have passed, I have taken on more jobs and have had many more persons to work under. Upon reflection, I don’t know if I would call them “my leader.” I would agree with what their visions were and follow them and their directions…

That begs the next question: who would I call a leader? To me, I think a leader is a person that has influenced me and motivated me to perform better. I would think of a leader as a person who has an idea and a vision that is attractive to their followers that enables one to complete work and tasks to perform that vision. An example that quickly comes to mind is Richard Feynman.

The name “Richard Feynman” has a lot of recognition. I have read and listened to many of his books, lectures, and books about him (Burkhart, 2013; Feynman, 1985; Feynman & Ebrary, 2011; Feynman, Leighton, & Sands, 1965; O’Brien). I have found that he has a deep passion for solving puzzles and figuring things out. Almost equally, he has a passion for having students learn science. Despite being a physicist, he was very interested in the process of scientific thought and how people understand science (and the nature of things). I absorb his every word and sat in his famous Cal Tech lecture hall (for different lectures) in a state of awe and understanding of his historical significance.

Feynman is a person I would call a leader because of his ideals and how they and how they have permeated science teaching. At least for me, he is a leader of science instruction because his ideas and influenced have endured. I think he ought to be given a chance by those who have only heard about him and maybe judge him on those stories (out of context). Often his off-beat jokes and trickster-like nature have overshadowed his true impact and legacy.

Along those lines, Norwood Russell Hanson wrote a book called Patterns of Discovery ((N. R. Hanson & Paul F. Schmidt, 1959). In that book, he wrote chapter called “Observation.” That chapter gives a story Brahe and Kepler discussing their observation of the sun. Since they are geocentric and heliocentric, respectively, they do not “see” the same thing; one sees the sun moving around the Earth and the other sees the Earth moving around the sun. His text has permeated my thoughts since my undergrad years. NR Hanson has had a long lasting impact on my thoughts about science and education. He clearly told me about perspectives, now we understand the nature of learning and recognize terms like “prior knowledge,” “conceptual frameworks,” “metacognition,” and “constructivism.” To me, he was the first, but he didn’t explicitly talk about science education, but he sort of was because, unlike other subjects, to learn science, you have to do science. He was helping scientists learn to do science.

Another leader that comes to mind is my late Philosophy of Science professor, Dr. Paul Tang. I was unable to share my thoughts with him, since his teachings and insight affected me more after his class and I was reintroduced to the ideas of science that he originally gave me. Dr. Tang could take a written sentence and spend the next 45 minutes giving the context, history, and purpose of those written words. For example, a sentence could read: “The Eddington Experiment found…” and he would begin talking about the expedition, the set up, what they were looking for, how it affect Relativity, and on and on. Despite these tangents, his class was never boring. It will probably be the only time I write a final about confirmation, crows, and Popper (Popper, 1968). Since I can’t remove his teachings and enlightenments from my everyday science teaching experience, he is a leader by my definition.

So, I think leadership comes not from those with titles and constructed their authority by compliance. I think leaders are people with ideas that simply motivate and cause effects through their words and actions. Often, the people whose sole tool is thought that cause actions and motivate thinking are teachers, specifically science teachers. The words and actions we use will cause a cascade of events that will influence future pupils to act, create, and change things. To me, leadership is not a title, but a sphere of influence that permeates those who choose to follow and work towards that vision. This where NGSS falls into perspective, the Framework has created a vision for science teachers to work towards.


  • Burkhart, J. F. (2013). Feynman, Richard P.: Feynman’s tips on physics: reflections, advice, insights, practice: a problem-solving supplement to The Feynman lectures on physics (Vol. 51, pp. 119): American Library Association CHOICE.
  • Feynman, R. P. (1985). QED: the strange theory of light and matter. Princeton, N.J: Princeton University Press.
  • Feynman, R. P., & ebrary, I. (2011). Six not-so-easy pieces: Einstein’s relativity, symmetry, and space-time. New York: Basics Books.
  • Feynman, R. P., Leighton, R. B., & Sands, M. (1965). The Feynman Lectures on Physics; Vol. I. American Journal of Physics, 33(9), 750-752. doi:10.1119/1.1972241
  • N.R. Hanson, A., & Paul F. Schmidt, R. (1959). Patterns of Discovery. American Journal of Physics, 27(4), 285. doi:10.1119/1.1934835
  • O’Brien, M. (Producer). (11/22/2015). Richard Feynman: Fun to Imagine. Fun to Imagine Collection. Retrieved from https://www.youtube.com/watch?v=GqvggMpJgL0
  • Popper, K. R. (1968). Conjectures and refutations: the growth of scientific knowledge. New York U6 – ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info:sid/summon.serialssolutions.com&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.title=Conjectures+and+refutations&rft.au=Popper%2C+Karl+R.+1902-1994+%28Karl+Raimund%29&rft.series=Harper+torchbooks%2C+TB+1376.&rft.date=1968-01-01&rft.pub=Harper+%26+Row&rft.externalDocID=838501&paramdict=en-US U7 – Book: Harper & Row.

Joseph Calmer, Ed.D, is a Physics and Chemistry Teacher at Lawndale High School.

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!

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!

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.



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.