May/June 2017 – Vol. 29 No. 7

What’s Next?

Posted: Tuesday, January 6th, 2015

by Rick Pomeroy

The winter break is over, your first and possibly only semester of student teaching is drawing to a close, and you are beginning to think about that big elephant in the room. Will there be a job at the end of all this work? If the number of phone calls I have received in the past week is any indication of the need for science teachers, the answer is “Yes, Virginia, there will be jobs.”

As you move forward into the spring, thoughts will logically turn to the job search and all of the questions, and decisions that you will be making about your future. Every year I coach my students through this phase of the process with some simple, and seemingly successful, advice.

First – remember that every day is a job interview. The teaching community is extensive but ultimately everybody knows somebody, and you never know when that somebody is looking for a science teacher. If you approach your planning and teaching each day as if someone is watching with the intent of hiring you, you will pay a little closer attention to details, focus on knowing what your students are learning, and you will be able to clearly explain your reasons and methods for the lessons you are teaching.

Advertisement

Advertisement

Second – make yourself as marketable as possible. Consider adding a second science subject authorization to your credential. Make sure that it is a subject that you like and would be willing to teach because remember that if it is on your credential, you could very easily be asked to teach that subject as your whole assignment. Many combination jobs will be listed during the spring and you will have a wider selection if you can teach multiple science areas. Personally, I am not a fan of adding a different subject credential simply to increase marketability. I highly encourage you to focus on science and make yourself as marketable there as possible.

Third – do your research about potential job locations. By the time you have earned your credential, you will have completed your performance assessment (PACT, edTPA, TPA, etc.) Part of that process included a deep and thoughtful look at your community, school, and students. Do the same when looking for that first job. Use the skills you have acquired to match your interests, philosophies, and desires with the students you will be teaching. Don’t pursue a job just because it is convenient if it is not where or who you want to teach. You want to be happy and fulfilled in your first years of teaching and that won’t be the case if you are not happy with where you are teaching. If you have no desire to teach in a district or community, don’t apply there. This is a stressful time of year for school districts trying to fill their anticipated vacancies, and they want to focus their search on people who genuinely want to teach in their districts; they don’t need to spend time reviewing your application if there is no chance you will even accept an invitation to interview. You don’t want to leave a bad impression by turning down an interview if you had no intention of teaching there because the education community is very connected so it might come back to haunt you later.

Be prepared when a district contacts you for an interview. You should have a bit of background knowledge about the school and community. When an applicant interviews, it is obvious if they are genuinely interested in being part of that school community or if instead, they are entirely focused on the job. Visit the school’s websites to learn a little bit about their culture, the classes they offer, their athletics and student cultural events, etc. If you have time, visit the community where the school is located before the day of the interview to get a feel for the area.

Finally, I have three pieces of advice that I will repeat many, many times this year:

1. Your first two to three years on the job are an intense learning experience. You have just completed a short, introductory process that has prepared you to enter the classroom. Every teacher will tell you that your “learning to teach” phase has just begun. Over the next several years you will grow exponentially in your ability to juggle all of the tasks and responsibilities associated with being a teacher. Stay the course through the turbulent times, and teaching will become more natural as you grow as a professional.

2. The first job you take will not necessarily be the last job you will have. Your personal circumstances will change over the course of your teaching career. Though it is not a good employee characteristic to change jobs every year, you should not be afraid to relocate or change positions when your life situation changes.

3. It is easier to get a job when you have a job. Right now, if you are the typical credential student, you are paying to attend school and earning little or no money. Under these circumstances, almost any job offer looks attractive. Avoid the tendency to take the first job offered simply to get a job if you have followed all of the suggestions at the beginning of this article. No administrator wants to hire an unhappy new teacher. The fit between you and the job is critical for your first year success.

The next few months may seem like a roller coaster ride for you and the schools looking for new teachers. In the end, your goal is to be the best teacher you can be, serving the learning needs of the students and children in California. Go boldly into this next phase of your career. I wish you all the good fortune of finding a great first year teaching position.

Powered By DT Author Box

Written by Rick Pomeroy

Rick Pomeroy

Rick Pomeroy is science education lecturer/supervisor in the School of Education, University of California Davis.

Leave a Reply

LATEST POST

Participate in Chemistry Education Research Study, Earn $500-800 Dollars!

Posted: Tuesday, May 9th, 2017

WestEd, a non-profit educational research agency, has been funded by the US Department of Education to test a new molecular modeling kit, Happy Atoms. Happy Atoms is an interactive chemistry learning experience that consists of a set of physical atoms that connect magnetically to form molecules, and an app that uses image recognition to identify the molecules that you create with the set. WestEd is conducting a study around the effectiveness of using Happy Atoms in the classroom, and we are looking for high school chemistry teachers in California to participate.

As part of the study, teachers will be randomly assigned to either the treatment group (who uses Happy Atoms) or the control group (who uses Happy Atoms at a later date). Teachers in the treatment group will be asked to use the Happy Atoms set in their classrooms for 5 lessons over the course of the fall 2017 semester. Students will complete pre- and post-assessments and surveys around their chemistry content knowledge and beliefs about learning chemistry. WestEd will provide access to all teacher materials, teacher training, and student materials needed to participate.

Participating teachers will receive a stipend of $500-800. You can read more information about the study here: https://www.surveymonkey.com/r/HappyAtoms

Please contact Rosanne Luu at rluu@wested.org or 650.381.6432 if you are interested in participating in this opportunity, or if you have any questions!

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.

2018 Science Instructional Materials Adoption Reviewer Application

Posted: Monday, May 8th, 2017

The California Department of Education and State Board of Education are now accepting applications for reviewers for the 2018 Science Instructional Materials Adoption. The application deadline is 3:00 pm, July 21, 2017. The application is comprehensive, so don’t wait until the last minute to apply.

On Tuesday, May 9, 2017, State Superintendent Tom Torlakson forwarded this recruitment letter to county and district superintendents and charter school administrators.

Review panel members will evaluate instructional materials for use in kindergarten through grade eight, inclusive, that are aligned with the California Next Generation Science Content Standards for California Public Schools (CA NGSS). 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.

Lessons Learned from the NGSS Early Implementer Districts

Posted: Monday, May 8th, 2017

On March 31, 2017, Achieve released two documents examining some lessons learned from the California K-8 Early Implementation Initiative. The initiative began in August 2014 and was developed by the K-12 Alliance at WestEd, with close collaborative input on its design and objectives from the State Board of Education, the California Department of Education, and Achieve.

Eight (8) traditional school districts and two (2) charter management organizations were selected to participate in the initiative, becoming the first districts in California to implement the Next Generation Science Standards (NGSS). Those districts included Galt Joint Union Elementary, Kings Canyon Joint Unified, Lakeside Union, Oakland Unified, Palm Springs Unified, San Diego Unified, Tracy Joint Unified, Vista Unified, Aspire, and High Tech High.

To more closely examine some of the early successes and challenges experienced by the Early Implementer LEAs, Achieve interviewed nine of the ten participating districts and compiled that information into two resources, focusing primarily on professional learning and instructional materials. 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.

Using Online Simulations to Support the NGSS in Middle School Classrooms

Posted: Monday, May 8th, 2017

by Lesley Gates, Loren Nikkel, and Kambria Eastham

Middle school teachers in Kings Canyon Unified School District (KCUSD), a CA NGSS K-8 Early Implementation Initiative district, have been diligently working on transitioning to the Next Generation Science Standards (NGSS) integrated model for middle school. This year, the teachers focused on building their own knowledge of the Science and Engineering Practices (SEPs). They have been gathering and sharing ideas at monthly collaborative meetings as to how to make sure their students are not just learning about science but that they are actually doing science in their classrooms. Students should be planning and carrying out investigations to gather data for analysis in order to construct explanations. This is best done through hands-on lab experiments. Experimental work is such an important part of the learning of science and education research shows that students learn better and retain more when they are active through inquiry, investigation, and application. A Framework for K-12 Science Education (2011) notes, “…learning about science and engineering involves integration of the knowledge of scientific explanations (i.e., content knowledge) and the practices needed to engage in scientific inquiry and engineering design. Thus the framework seeks to illustrate how knowledge and practice must be intertwined in designing learning experiences in K-12 Science Education” (pg. 11).

Many middle school teachers in KCUSD are facing challenges as they begin implementing these student-driven, inquiry-based NGSS science experiences in their classrooms. First, many of the middle school classrooms at our K-8 school sites are not designed as science labs. Learn More…

Powered By DT Author Box

Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the NGSS 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.

Celestial Highlights: May – July 2017

Posted: Monday, May 8th, 2017

May Through July 2017 with Web Resources for the Solar Eclipse of August 21, 2017

by Robert C. Victor. Twilight sky maps by Robert D. Miller. Graphs of planet rising and setting times by Jeffrey L. Hunt.

In spring and summer 2017, Jupiter is the most prominent “star” in the evening sky, and Venus, even brighter, rules the morning. By mid-June, Saturn rises at a convenient evening hour, allowing both giant planets to be viewed well in early evening until Jupiter sinks low in late September. The Moon is always a crescent in its monthly encounters with Venus, but is full whenever it appears near Jupiter or Saturn in the eastern evening sky opposite the Sun. (In 2017, Full Moon is near Jupiter in April, Saturn in June.) At intervals of 27-28 days thereafter, the Moon appears at a progressively earlier phase at each pairing with the outer planet until its final conjunction, with Moon a thin crescent, low in the west at dusk. You’ll see many beautiful events by just following the Moon’s wanderings at dusk and dawn in the three months leading up to the solar eclipse. Learn More…

Powered By DT Author Box

Written by Robert Victor

Robert Victor

Robert C. Victor was Staff Astronomer at Abrams Planetarium, Michigan State University. He is now retired and enjoys providing skywatching opportunities for school children in and around Palm Springs, CA. Robert is a member of CSTA.