Effecting Change at School and District Levels

“Improving something as complex and culturally embedded as teaching requires the effort of all the players, including students, parents, and politicians. But teachers must be the primary driving force behind change” (Stigler & Hiebert, 1999). That driving force requires effective teachers to become agents of change in order for high-quality science instruction to occur.

As I reflect over the course of my master’s program I realize how frequently our objectives were established to equip us to become effective teachers of science and make a difference in the lives of our students. These past several days found me reflecting on content found in previous Walden coursework, past discussions and applications; teacher efficacy, curriculum, and research. “Now more than ever, the science teaching profession needs effective leaders to meet the challenge of increasing accountability and requirements” (Llewellyn & McKinney, 2005).

I find myself today in position I once only dreamed about. Representing my school on the district’s Science TASK force has enabled me to be an active participant in curriculum reform and articulation with leaders in elementary, middle and high schools. I take this responsibility very seriously. “School leadership is a primary arena in which the adaptive challenges of a rapidly shifting world require discovering new ways of interacting with issues” (Mayeski & Gaddy, 2001).

Efforts to improve science instruction in my school and district have me fully engaged in being an agent of change. Next week I will be conducting the second of three professional development series on effective science education in the classroom. There are numerous challenges. Many elementary teachers are reluctant to embrace science and find content difficult or investigations too time consuming. I am trying to change these perspectives, volunteering to mentor teachers during their science blocks. “Effective leaders have a sense of purpose and direction. Leaders identify significant areas of concern, but they focus their energies on their areas of influence” (Llewellyn & McKinney, 2005). I believe becoming actively involved in the advancement of science reform in my school supports teachers and students.

Agents of change necessitates having a sense of urgency; focusing on trends and new directions in which to include our parent population. Promoting and organizing family Math and Science Nights at school has greatly influenced the comfort level of these disciplines across grade levels. “Effective leaders have a sense of community. They collaborate with constituents and the school’s stakeholder’s to forge partnerships that improve academic performance” (Llewellyn & McKinney, 2005). These initiatives have positively affected science and math instruction; more focus has been given to inquiry in both disciplines and use of manipulatives.

Challenges due to budget cuts have gravely affected our district. Rather than being idle during such times, effective educators must be proactive, avoid the cynicism, and become instruments of change. My fifth grade team, who are all strong science teachers, recently created a grant writing team. We have extended an invitation to join us to our parent community and each grade level. The results have been tremendous and sub-committees, depending upon interests and strengths, have commenced. Economic times, such as these, call for collaborative effort, courage and determination to positively influence school climate. “Effective leaders not only know what to do, but when, how, and why to do it. This is the essence of balanced leadership — knowing not only which school changes are most likely to improve student achievement, but also understanding staff and community members' dispositions to change and tailoring leadership practices accordingly” (Walters, Marzano & McNulty, 2003).

References:
Llewellyn, D., & McKinney, T. (2005, August 29). National Science Teachers Association WebNews Digest. Retrieved from http://www.nsta.org/publications/news/story.aspx?id=50904&print=true

Mayeski, F. & Gaddy, B.B. (2001). Leadership for school improvement. Mid-continent research for education and learning: U.S. Department of Education.
Stigler, J., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York, NY: Summit Books.

Waters, J. T., Marzano, R. J., & McNulty, B. A. (2003). Balanced leadership: What 30 years of research tells us about the effect of leadership on student achievement. Aurora, CO: Mid- continent Research for Education and Learning.

Keeping Up with Global Competition

Global competition is puzzling and complex. Once a leader of nations, the United States has become fragmented in its vision for the future and in doing so has lost its competitive edge. “Half a century ago, when the Soviets beat us into space with the launch of a satellite called Sputnik, we had no idea how we’d beat them to the moon. The science wasn’t there yet. NASA didn’t even exist. But after investing in better research and education, we didn’t just surpass the Soviets; we unleashed a wave of innovation that created new industries and millions of new jobs. This is our generation’s Sputnik moment” (Obama, 2011).

The global competition which exists today reaches far and beyond those of the Sputnik era. The Cold War era put fear into Americans and ignited a flame which burned with intensity for decades. Today’s Sputnik encompasses more than Russia; it involves the savvy of nations once never considered a threat: educationally, technologically, nor economically, and have become major leaders in the global marketplace.

I believe Friedman was correct in stating we are “building bridges to nowhere” (2011). The battles we are fighting worldwide, albeit important to national security, leave little time to initiate innovation for our needs of the future here at home. We, too, should be politically charged. A paradigm shift must be initiated to regain our edge competitively.

Science teachers are innovators. We need to dream BIG. We need to provide opportunities for our students to dream BIG. We must nurture inquiry and allow our students to self-discover so they can see the interconnectedness of the world around them. A "sacred bond" exists that we as educators, parents, and a community have with past generations and future generations through science -- and that we are charged with the responsibility of nurturing, and not squashing, a child's curiosity and joy for exploration” (Goldstein, 2011). Science education, he says, is just a method for organizing our curiosity. As innovators, science educators must continually scaffold our students in cognitive complexity and inquiry.

Making a difference at the local level begins with teachers purposefully collaborating via Professional Learning Communities, Focus groups or Lesson Study; sharing pedagogical knowledge to teach science. Units of study should be designed collectively incorporating STEM and strategies for implementation to address student diversity via learning styles, readiness levels and interests. Action research would be an incredible means to instill the necessity of STEM locally. Equally important is supervising incoming teachers (interns or as mentors) to innovate and encourage them in science, math, technology, and engineering; infusing reading into each discipline. The greater influx of teachers in STEM, the greater the opportunities for future generations to change the world.

On the state level, it is imperative for STEM to be afforded first consideration in all grade levels. Many initiatives focus on the needs in secondary education. STEM-minded curricula initiatives must begin in kindergarten and spiral through grade twelve receiving equitable funding. In order to have success with such initiatives, funding must be a top priority. Budget cuts are occurring daily; our voices need to be heard. Staying abreast of current legislation is vital to our continued success globally.

Nationally the time is now to end the disparities. “As the fate of individuals and nations are in creating interdependence, the quest for access to an equitable, empowering education for all people has become a critical issue for the American nation as a whole” (Darling-Hammond, 2011). Countries around the world remain competitive because their focus is on what works. Finland, Singapore and South Korea are just three nations who have gained such success in “expanding access while investing purposefully in ambitious educational goals using strategic approaches to build teaching capacity” (Darling-Hammond, 2011). Developing common core standards, revising curriculum, assessments, and instructional methods have enabled these nations to soar to heights once only imagined.

To be considered a major competitor globally, the priority of education must come to the forefront. Our fragmented system necessitates being whole once again. The United States puts tremendous time and energy into the achievement gap. It is time to change such focus and consider the opportunity gap. This is our Sputnik.

References:

Darling-Hammond, L. 2011). "Soaring systems: High flyers all have equitable funding, shared curriculum, and quality teaching.” American Educator, 34(4), 20-23.

Friedman, T. L. (2010, January 17). “What’s our Sputnik?” [Op-Ed]. The New York Times [Late Edition (East Coast)], p. WK.8.

Goldstein, J. (2011, March 10). Reigniting our enthusiasm for science. [Discussion group comment]. Retrieved from http://www.edutopia.org/blog/NSTA-science-education

Obama, B. (2011, January 25). State of the union address. Retrieved from http://www.whitehouse.gov/state-of-the-union-2011