“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.
Your post is inspiring. Many districts have experienced budget cuts recently. As we are faced with new responsibilities and a changing economy, our primary task remains the same: to develop scientifically literate citizens capable of making informed decisions about environmental issues and the global marketplace.
ReplyDeleteYou spoke about a grant writing team. I am interested in initiating such a purpose with my colleagues. This is our first year of teaming in the district in which I teach, and we are hurting for resources. The development of a grant writing team would be an appropriate step in the right direction for us, too.
Thank you for your positive post.