February 2015 – Vol. 27 No. 6

Time for a New Start – Again!

Posted: Tuesday, August 5th, 2014

by Laura Henriques

It is early August as you read this. For lots of people, August means summer vacations. For educators, however, August means it is time to begin another school year. I tend to think of the start of the school year as New Year’s Eve. My husband, also an educator, and I toast the start of the school year in ways that most people toast the start of a new calendar year. We reflect on the past year and set goals for the year ahead. Just like New Year’s resolutions, the act of setting educationally related goals helps keep me on track. My New Year’s resolution of going to the gym five times a week may not pan out, but having committed to improve my level of physical activity has been clearly stated and set as a goal. Similarly, as I set my goals for the academic year I am making a commitment to do something to improve my practice, my skills, or content knowledge.

Pause to reflect on the past year
Nikki Bailey’s article  mentions the importance of recharging your batteries and reflecting on past practice. By the end of the school year we are all tired. Taking some time away from planning, teaching, and grading is important, but so too is the act of reflection. What is working well in our classrooms? Which aspects of NGSS have we started to implement and how is that going? What colleagues might you work with this coming year to plan innovative science and STEM lessons? In order to move forward and improve we need to know where we’ve been and what we have learned. This makes it much easier for us to replicate the good things in our classroom and eliminate the less effective.

Consider Areas for Personal and Professional Growth
Learn more about NGSS.
I am hopeful that all science educators will be making this an area for professional growth. The NGSS are adopted, the state has developed an implementation plan (the public feedback period is now open), the Instructional Quality Commission has put together the Science Curriculum Framework team and the California Department of Education is at work discussing what science assessment will look like for California. This is a lot of change and it comes on top of the implementation of Common Core. We cannot sit back and wait for a few years before seriously digging into NGSS. Please read about what’s going on and attend workshops, conferences and state-wide symposium. This fall there will be the Superintendent’s STEM Symposium in San Diego Sept 21-23, state-wide NGSS Roll-Out workshops and the NSTA/CSTA conference in Long Beach December 3-6, and check out the NGSS section of the CSTA website. It is one of the most comprehensive sites for California specific NGSS information.

Some of us will have new roles in the fall.
Perhaps you will be having a student teacher, causing you to take on the role of Master Teacher. Maybe you are about to become a department chair or TOSA or site administrator. Perhaps you will be a BTSA Coach. Serving in new roles is exciting but it comes with challenges. As you move into new positions seek out mentors for yourself.

If you will be serving as a Master Teacher for a student teacher you will find the road ahead challenging but hugely rewarding. You will need to relinquish control, help a novice teacher learn the ropes, and make their thinking about teaching visible to the newbie teacher in their classroom. This takes time but it is among the most important things you can do to help our profession. As you nurture and support a new teacher you are helping build our profession. Thanks in advance for your work and effort to support the state’s student teachers. It’s a really important task. It can also be daunting if this is your first time in the role. Megan McKenzie, Corey Lee, Yukako Kawakatsu, and Rick Pomeroy share strategies about how to prepare for hosting a student teacher. Many of the tips and strategies they share will be helpful even if you do not have your own student teacher. Your department or school may have hired a new teacher in your department or school this year. You do not need to be the official “Master Teacher” or BTSA Support Teacher to provide a helping hand. CSTA’s 2007 journal about helping new teachers succeed and thrive is a useful resource. Take some time to consider how you can help your more novice teachers be successful.

Set goals for the coming year and figure out how to make them a reality
New strategies for the classroom.

In the last few weeks of summer, you might want to plan how you will implement a new strategy. I know lots of us participated in some sort of science education professional development this summer. While we cannot implement everything we learned all at once, we can and should think about which strategies and content we can introduce into our repertoire.

This month, CSTA Middle School/Jr. High Director Jill Grace writes about how to implement interactive notebooks. It’s full of great ideas and tips about how to get started and manage notebooking in your classroom.

CSTA Primary Director Valerie Joyner  provides suggestions about how to build a culture for science instruction at the primary level and how to set up your classroom for successful science at that level. She urges us all to consider how we can help every child get science instruction every day – talk about a great goal!

Never forget the importance of setting routines and helping your students learn how to be successful in your classroom. Lisa Hegdahl reminds us that the students who start the year with us need to learn our routines, procedures and expectations and it is our job to help them with that. Those basics need to be addressed first and then we will be well poised to try out some of the new teaching strategies we learned and read about this summer.

Set your goals and get involved!
As you think about what you need to help you grow as a science educator and a science advocate, think about how CSTA can play a role. I know the year ahead will be filled with opportunities to participate in the state’s transition to NGSS. This includes providing feedback to the Science Framework Committee and providing input to the state about science assessments moving forward. There were two 2-day meetings hosted by the California Department of Education and ETS [link to Jessica’s article] related to this and a call for public input will be sent out soon, so be sure your membership settings allow you to get emails from CSTA about these sorts of issues! Finally, the state’s NGSS Implementation Plan will be brought to the State Board of Education in November and you now have an opportunity to provide your thoughts about that as well. CSTA is a great source of information for all things NGSS. Your membership dollars support our efforts to keep you informed and engaged. If your membership has lapsed, now is the perfect time to renew. Not only does your membership support CSTA’s NGSS related efforts, it keeps you involved and provides you with member discounts on the conference, professional development opportunities and more.

As we wind down summer and ramp up for a new school year I hope you can take time to reflect on what worked well for you this past year, think about how to implement some of the new things you’ve learned this past year and summer, and set goals to push yourself to be the best science educator you can be. Happy New Year!

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

State Board Takes First Steps Towards Changes in Accountability, Gov. Brown Includes NGSS Funding in Proposed Budget (Sort of), Curriculum Framework Development Delay Proposed, and the Commission on Teacher Credentialing Hears Input on Teacher Preparation in an NGSS World

Posted: Tuesday, February 3rd, 2015

by Jessica Sawko

2015 got off to a very busy start in terms of NGSS implementation at the state level, and CSTA was there to represent the voice of science educators at every turn. The following is a summary of some of the important issues that were addressed in January 2015.

State Board and Accountability

On January 14, 2015 the California State Board of Education had one of what will be many dynamic conversations around the state’s future accountability system. There are many changes to be expected over the coming year with AYP, API, Local Control Accountability Plans (LCAP), College and Career Indicators, graduation rates, and much more. CSTA is committed to engaging in all conversations to insure that science is well represented in all of these accountability measures. CSTA provided a written response as well as oral public comments at the meeting advocating for an accountability system that supported all student’s access to a high-quality science education, K-12. Learn More…

Written by Jessica Sawko

Jessica Sawko

Jessica Sawko is CSTA’s Executive Director.

President’s Message

Posted: Tuesday, February 3rd, 2015

by Laura Henriques

2015 is off to a busy start. As you will read in executive director, Jessica Sawko’s legislative update, there have been numerous meetings at which CSTA has represented your interests in just the first month of the year. There are lots of state entities and organizations working on different elements in order for the implementation of NGSS to become a reality. We recognize that all the different elements must fit together so that we have robust professional learning opportunities, quality instructional materials, well aligned assessments, state accountability plans that count science and local district plans which include science education in their locally controlled accountability plans (this includes teacher professional learning time and support, classroom resources, and dedicated time to teach science). As we see shifts in what will be happening in K-12 classrooms we need to see parallel shifts in higher education, in particular teacher preparation programs. So while the CDE is overseeing the development of the California Science Framework, assessments and accountability plans, the Commission on Teacher Credentialing needs to look at changes to how we credential teachers. Lots of moving parts and CSTA is paying attention to all of them. Learn More…

Written by Laura Henriques

Laura Henriques

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

Bold: adj. Showing the Ability to Take Risks

Posted: Tuesday, February 3rd, 2015

by Lisa Hegdahl

I just finished my first attempt at planning and implementing a Next Generation of Science Standards Lesson Series.   While I never intended it to be printed in a statewide publication, I am reminded of the words of Stephen Pruitt, Achieve Senior Vice President, Content, Research & Development, in an address to California Science Educators in September 2014 when he said,

Be bold

Since hearing those words, I have tried to apply them to everything I do regarding NGSS – including sharing a lesson series that is far from exemplar. While the lesson series does not always provide learning at the nexus of all 3 dimensions of NGSS – Disciplinary Core Ideas (DCI), Science and Engineering Practices (SEP), and Crosscutting Concepts – it does provide students opportunities to take control of their own learning and reflect on their learning progress. Learn More…

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Written by Lisa Hegdahl

Lisa Hegdahl is an 8th grade science teacher at McCaffrey Middle School in Galt, CA and is president-elect of CSTA.

Caveat Lector: The Perils of Critical Thinking for Today’s Students

Posted: Tuesday, February 3rd, 2015

by Kevin Raskoff and George I. Matsumoto

The world has changed remarkably for our students, with information more readily available, easier to find, and of increasingly poorer quality than at any time in history. Science, Technology, Engineering, and Math (STEM) topics are receiving more attention in the classroom and the new Next Generation Science Standards1 (NGSS) and Common Core State Standards2 (CC) focus on deeper understanding and application of concepts rather than memorization. Critical thinking and problem solving have been outlined as essential components of both NGSS and CC, and being able to demonstrate understanding by asking and answering questions is core to these new benchmarks. 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.

Battling Plagiarism in the Science Classroom

Posted: Tuesday, February 3rd, 2015

by Minda Berbeco

When I was a graduate student teaching introductory biology courses, academic integrity was an issue every single semester. We’d go through what plagiarism looked like, how to avoid it, what the penalties were, and even have students submit their work through a program that searched the web and all previous submissions for similarities. And yet, year after year, we still had problems with plagiarism. Learn More…

Written by Minda Berbeco

Minda Berbeco

Minda Berbeco is the Programs and Policy Director at the National Center for Science Education and is a member of CSTA.