We have a new principal. She doesn’t seem to understand what it’s like to be a science teacher. For example, she wants to schedule non-science classes in the labs during our planning periods. One of my colleagues wants to give her a list of what she should do for us, but I’m not sure that would be the best solution.
— DeAnn, North Charleston, South Carolina
In all fairness to our principals, they are expected to be both building managers and instructional leaders. If their own science backgrounds consisted of lectures with an occasional demonstration, they may not understand the concept or the value of inquiry-based learning. They may be unaware of the teacher’s responsibility for safety in the labs or security in the storage areas. They may have never considered how much behind-the-scenes work science teachers do (especially when we make it look easy). Giving her a list could put her on the defensive, so you might want to help her see what your challenges are.
Ask your principal to observe lab classes (for the whole period, not just a walkthrough). In your debriefing meeting, describe what students learn from these activities (perhaps with examples of student work) as well as the amount of time it takes to set up and put away the materials and read a report from each student, the safety and cooperative learning procedures you help students learn, and the fact that the students could not have done the activity in a “regular” classroom without running water, lots of electrical outlets, flat tables, and appropriate safety equipment.
All teachers use their planning time for writing lesson plans and evaluating assignments. But science teachers have additional demands. Sometimes principals see how organized you are and don’t realize how much time and effort it takes. Keep a log of the amount of time you spend setting up your labs, including time before and after school. Also log the time spent inventorying and maintaining the storage areas, repairing or servicing equipment, and complying with local and state regulations. Show her the inventory of equipment and materials you have to keep up-to-date, including the Material Safety Data Sheets.
Invite your principal to attend a department or team meeting to discuss some of your concerns. Frame your suggestions in terms of student benefit and safety rather than teacher ease and convenience. For example, describe the hazards (and possible liability) of scheduling non-science classes or study halls in lab classrooms. If you think homeroom students would interfere with your lab setups, suggest you could take on a different duty in lieu of a homeroom class. If you ask for more planning time, emphasize it would be used for the additional responsibilities that come with teaching science (and then be sure that it is).
Share some resources with your principal. The website Understanding Science has a section called “Everything You Need to Know About the Nature and Process of Science” that could bring her up-to-date on what good science teaching includes. Your question implies you’re in a secondary school, so you could share copies of NSTA’s position statements Learning Conditions for High School Science and Safety and School Science Instruction. NSTA’s newsletter for elementary principals, Scientific Principals, may also be of interest. You don’t have to be a principal (or a member of NSTA) to subscribe. NSTA also has several publications on safety that should be part of every school’s professional library.
If you treat her as a professional colleague and focus on student learning and safety, she may become your science department’s best advocate.