Science Teacher Leadership

In order for positive change to happen in education, teachers must take on new roles to increase team building and problem solving (Klentschy, 2008). Our classrooms are becoming increasingly diverse each year, and teachers need to get creative to make all students feel a part of the class. Within our classrooms, teachers need to develop positive relationships with students. We need to show students we care about who they are and their success.  In the beginning of each school year, I typically use the first week to get to know my students through responsive classroom activities.  This helps to build community and allows me to learn about their families, likes and dislikes.

I think all teachers need to start change from within their classroom.  It can be difficult to jump right into a teacher leadership role.  However, it is important to initiate change in the building as well as throughout the district. One way I try to demonstrate leadership within my school is to share diverse activities and resources with my colleagues. I find this small gesture really travels. I signed up to receive newsletters from teachingtolerance.com. When I read interesting activities from the site I share in a team meeting or forward the email to an administrator.  Also, I have tried to promote positive change in our science program. I gathered resources I have read at Walden on inquiry to share with my colleagues. I received a positive outcome since I had examples of labs to share. Challenges that teacher leaders and administration have to overcome is the resistance to change. When approach with examples, a purpose, and how to use the aspects of a program, then teachers will be open to change. Teacher leadership roles can be challenging, but since continuing my professional development I have been slowly gaining confidence to take on these challenges.

 

Reference

Klentschy, M. (2008). Developing teacher leaders in science: Attaining and sustaining science reform. Science Educator, 17(2), 57–64. Retrieved on June 28, 2013 from Education Research Complete database. (Accession No. EJ886173).

Keeping Up With Global Competition

“Science shapes the world in which we live” (Buxton & Provenzo, 2011).  Science is a powerful component in education, but are we emphasizing it enough to compete with the world?  The nature of science is to be curious, question existing theories, and investigate solutions to global issues.  Effective teachers need to nurture and expand that excitement in science.  Unfortunately, our nation’s focus tends to be on many other topics aside from increasing science literacy.  After reading What’s Our Sputnik by Thomas L. Friedman, I recognized the backwards thinking in our country’s strategies. 

The launch of the Russian satellite, Sputnik, was a historical moment in science history.  It also marked a reform in American education.  The public viewed this event as a threat on American’s superiority in science and technology (Buxton & Provenzo, 2011).  At this moment, education was the forefront of our nation’s focus.  Scientist from universities all over the world volunteered to help with education reform.  Science gained new influence, energy, and hope with so much support and experience (Buxton & Provenzo, 2011). 

As time marched on, our country has retained a new focus.  We are spending a tremendous amount of money and focus on a war on terror.  Thomas Friedman (2010) compares our focus to China’s.  China channels time and energy on how to make their country better and more competitive.  Our nation is sending troops into Afghanistan, buying oil, and worrying about terrorists (Friedman, 2010).  Is there a solution?  No, we cannot just walk away from a war we keep building.  However, as Friedman (2010) mentions, let’s not make “Al Qaeda our Sputnik.”

 

Educators today are more important than ever.  We need to be effective and impact our students to enjoy science and mathematics.  Educators need to be trained and pair up with others to create a support system.  Science teachers need to create engaging lessons and high-level thinking inquiry labs.  We are influencing the future of our country and increasing global competition. 

Since science is embedded in society and a part of everyone’s life, there are a few things we can do to help the U.S. produce more science leaders (Marincola, 2006).  First, students need to experience science, therefore, we need to teach thinking skills (Marincola, 2006).  Next, science students need to engage in communication with the public (Marincola, 2006).  Our students need to learn how to use science terminology and be aware of global issues to practice decision making.  Finally, there needs to be an increase investment and support for science education (Marincola, 2006).  Together, we can help to build awareness for science education.

 

References

Buxton, C. A., & Provenzo, E. F., Jr. (2011). Teaching science in elementary & middle school: A cognitive and cultural approach. Thousand Oaks, CA: Sage Publications.

Friedman, T. L. (2010, January 17). What’s our Sputnik? [Op-Ed]. The New York Times [Late Edition (East Coast)], p. WK.8.  Retrieved on July 8, 2013 from ProQuest Central database. http://ezp.waldenulibrary.org/login?url=http://search.proquest.com/docview/434270918?accountid=14872

Marincola E. (2006). Why is public science education important? J Transl Med. 2006; 4: 7. Retrieved on July 8, 2013 from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1395333/

doi: 10.1186/1479-5876-4-7