JoinLeadership Matters
Three Transformative Leadership Practices
Science and Children—January/February 2024 (Volume 61, Issue 1)
By Rebecca Abbott, Meredith Moran, and Alicia Baier Wideman,
What does it take to prioritize science instruction in an elementary system? In this article, we’ll examine three transformative leadership practices underway in a Title-1 school district in Central Phoenix and their role in shifting the district culture from little-to-no science instruction for elementary students towards a burgeoning commitment to phenomena-based science teaching and learning. We describe how a focus on allocated and reinforced science instructional time, high-quality literacy-rich science instructional materials, and coordinated opportunities for teacher professional growth worked in concert as crucial elements to enact systems change.
What does it take to prioritize science instruction in an elementary system? In this article, we’ll examine three transformative leadership practices underway in a Title-1 school district in Central Phoenix and their role in shifting the district culture from little-to-no science instruction for elementary students towards a burgeoning commitment to phenomena-based science teaching and learning.
What does it take to prioritize science instruction in an elementary system? In this article, we’ll examine three transformative leadership practices underway in a Title-1 school district in Central Phoenix and their role in shifting the district culture from little-to-no science instruction for elementary students towards a burgeoning commitment to phenomena-based science teaching and learning.
From the Editor
Making Science Accessible for All
Science and Children—January/February 2024 (Volume 61, Issue 1)
By Elizabeth Barrett-Zahn
It’s time for a change in mindset. We must shift our focus toward recognizing the assets and strengths of our students as a pivotal starting point. While it’s easy to identify deficits, gaps, and challenges, we must also acknowledge our students’ abilities, potential, interests, and yet-to-be-realized capabilities. After all, we are all works in progress, and it is crucial that we nurture inclusivity and equity and celebrate our individuality.
It’s time for a change in mindset. We must shift our focus toward recognizing the assets and strengths of our students as a pivotal starting point. While it’s easy to identify deficits, gaps, and challenges, we must also acknowledge our students’ abilities, potential, interests, and yet-to-be-realized capabilities. After all, we are all works in progress, and it is crucial that we nurture inclusivity and equity and celebrate our individuality.
It’s time for a change in mindset. We must shift our focus toward recognizing the assets and strengths of our students as a pivotal starting point. While it’s easy to identify deficits, gaps, and challenges, we must also acknowledge our students’ abilities, potential, interests, and yet-to-be-realized capabilities. After all, we are all works in progress, and it is crucial that we nurture inclusivity and equity and celebrate our individuality.