Major Issues in Science Education—2005 Michael Padilla President, National Science Teachers Association

Issue: International Education and Education of Internationals

International education—It’s a small world after all… International comparisons—PISA, TIMSS—spark competition and cooperation. Many of the world’s challenges are scientific, and demand understanding of cultures and values. A scientifically literate global society is essential for progress. Science teachers will be essential to future success—in the US and worldwide.

Issue: International Education and Education of Internationals Immigration brings cultural and language challenges to the U.S.. U.S. Hispanic population expected to be 50 M by 2007 and 103 M by Traditional Black/White states like Georgia and North Carolina lead in % growth of Hispanics. U.S. Hispanic purchasing power ranks 10 th among world economies. Hispanics only one of many immigrant groups in the U.S.

Issue: International Education and Education of Internationals NSTA response NSTA develops International e- Membership. International Task Force convened— report due August Recommendation—Move ahead cautiously but with deliberate speed to internationalize NSTA presence.

Promising International Activities Provide a focus for developing/sharing science related ESL strategies. Develop an NSTA “study abroad” program. Create more opportunities for students to experience international engagement (like GLOBE). Collaborate with other science education organizations to promote science teaching. (England, Japan, Mexico and others)

Promising International Activities Develop an international component for NSTA publications and NSTA web site. Host international conferences--The IRA connection. Export PD/Leadership courses internationally. Seek out grant funds to support PD internationally--USAID.

Issue: Professional Development

Students with effective teachers show greater gains: –Average standard growth for 1 year in (Boston, 1998) Reading—14.6 for effective teachers, -.6 for ineffective teachers. Mathematics—5.6 for effective teachers,.3 for ineffective teachers. Students with 3 consecutive years of effective teachers show student achievement 54% higher than students with 3 consecutive ineffective teachers (Dallas, 1997)

Issue: Professional Development The quality of teachers makes a difference: –Teacher experience—the more the better. –Teacher preparation and advanced degrees. –Teacher knowledge—i.e., coursework in science and pedagogy contributes to positive education outcomes. J. Rice King “Teacher Quality: Understanding the effectiveness of teacher attributes.” 2003

Issue: Professional Development Features of high quality professional development Reform type—innovative forms preferred to traditional workshops Duration—amount and span of time Collective participation—groups participate from the same school, department, etc Content focus—activity focused on improving teachers’ content knowledge Active learning—opportunities for teachers to become actively engaged Coherence—encourages continued professional communication and incorporates experiences consistent with teachers’ goals

Issue: Professional Development NSTA Professional Development Institutes at national and regional conferences. –Pre-conference information gathering. –Full day pre-conference session. –Additional best practice sessions throughout conference. –Sample topics: Inquiring into inquiry (BSCS). The role of literacy (EDC). Understanding student learning (Lawrence Hall of Science). Conferences on special topics –Science and literacy sponsored. –Assessment conference in Chicago and Anaheim. Science program reviews for program improvement. Science Objects—online content PD in digestible bites. See

Issue: Elementary Science Education

NSTA recommendation –A minimum of 2.5 hrs/week Status of Elementary School Science (Horizon, 2002): –25 minutes/day dedicated to teaching science. –2.1 hrs/week (1.75 hrs in K-2; 2.5 hrs in 3-5). NCES Schools and Staffing Survey, 99-00: –2.7 hrs/week

Issue: Elementary Science Education NCLB testing requirements place significant pressure on schools re: reading and mathematics. Science is not considered essential. This may change when science testing begins in Requirement are: –Annual assessment for grades 3-5, 6-9, –States must set AYP targets. –All children must meet proficiency by

Issue: Retention of New Science Teachers

Schools and Staffing Survey (SASS) and Teacher Follow-up Survey (TSF) Cited in Ingersoll, 2000

Issue: Retention of New Science Teachers Schools and Staffing Survey (SASS) and Teacher Follow-up Survey (TSF) Cited in Ingersoll, 2000 After 1 year

Issue: Retention of New Science Teachers Almost any induction assistance is helpful in stemming turnover. More effective programs go beyond day-to-day survival. –Focus on subject specific issues (also Wiggins) –Develop basic professional skills (e.g., planning, assessment, communicating with parents) –Extend over a period of time –View teacher development as a lifelong activity –Assure reasonable teaching assignments for new teachers –Utilize a wide range of support activities (e.g., whole school support, professional learning communities, matching mentors and new teachers) Britton et al, 2000

Issue: Retention of New Science Teachers New teachers who do not participate in induction programs are twice as likely to leave. 19 states mandate induction programs for all beginning teachers. Only 10 states fund all or part of program. Many states require but severely under-fund induction (Georgia). Only a few states include a subject specific focus (Connecticut and California). Many international models for induction exist (Japan, Switzerland, New Zealand and others). Britton et al, 2000

Issue: Retention of New Science Teachers NSTA Student Chapters provide 1 year membership free of charge. Sessions and meetings at conventions: –Pre-service and new teacher breakfast. –Student chapter pizza party. –Student chapter poster session. –Various networking opportunities. See

Issue: Science Assessment

Many state tests are of low quality when compared to NAEP and TIMSS. Much of state test development is done by private sector contractors. The process of alignment of standards and assessments is complex. Assessment of inquiry and problem solving are difficult and not well understood. Classroom teachers must become knowledgeable about assessment and the use of results.

Issue: Evolution