We often discuss differentiated or individualized instruction being important for students and then provide “one-size-fits-all” professional development for educators – the entire range from K-12. At one point in a previous article, I wrote “What I have never understood is that as educators. Supervisors and administrators we are knowledgeable of the need for Individualized Education Plans for students who need them, differentiated instruction in order to help students thrive based on their learning preferences, and if necessary accelerated or remedial instruction for those students who learn at a different pace. However, when it comes to professional development for educators, district personnel forget all of the important lessons we employ for students and often adopt a once size fits all approach to professional development.”  My views are still along the same lines, but since have come to better understand the many of the limitations that impact professional development opportunities such as an educator’s time, fiscal support, and district needs.

There is no doubt that professional development requirements vary from district to district and often state to state. Individual states may have requirements for moving from one level certificate to another, maintaining your certificate or simply an hour requirement in a given amount of time. Another requirement that is often part of a teacher’s yearly plan are required in-service days organized and sponsored by the school district which may or may not apply to state certificate programs.

It is important to keep this in mind when we consider a study from the Center for Teaching Quality mentioned in the recent issue of the Leaders Letter investigated professional development options across seven international classrooms and published a report titled “A Global Network of Teachers and Their Professional Learning Systems.”

The recommendations are meant for the leadership in educational systems and focus on what would need to be done to help improve professional development and are as follows:

• Rethink how teachers’ time is allocated.
• Connect teacher evaluations with professional learning systems.
• Value opportunities for teachers to learn from one another.
• Establish career pathways encouraging teachers to lead without leaving the
• Classroom
• Expand professional learning offerings and access points.

From a research perspective, this is a relatively small study which only seven teachers across multiple continents interviewed and observed. However, the recommendations are a great starting point for discussion on ways to improve professional development for teachers and do align with other reports published by the CCSSO. Furthermore, educators have known for a long time what types of PD they prefer to attend and that is clearly outlined in Park Rogers in 2007. Educators found that professional development is most effective when:

1. content is relevant and applicable to classrooms
2. it engages teachers in learning content through modeling and in similar manners to how their students will learn, and
3. it allows teachers to form collegial relationships through networking with other teachers and the facilitators.

The fact the recommendations from the study are meant to guide educational systems, the first question I would be interested in hearing is from a district leader’s perspective as to “what is the purpose of in-service days or professional development?” This may be the initial point at which the potential breakdown between needs of the teachers and selections of the district occur. I would think it would be fair to say that teachers have a different perspective as to what they “need” to grow than perhaps what the district “needs” for them to know. There is no doubt that sharing of district initiatives needs to happen but perhaps these should be in addition to the needs of increased content knowledge, collaboration time with like-minded positions or groups across subject or grade level or even personalized programs.

In my personal opinion, it is important for each teacher to seek out the professional development they need even if it is not part of what the district offers. My experience is that many MANY teachers do this automatically each year due to their dedication to their field. So the question that is posed relates to what your state, district or school requires for professional development and if you feel that meets your needs or not? If not, what recommendation would you provide?

A clear vision supported by specific plans is critical to the success of any organization. The National Science Teachers Association (NSTA) has the dual responsibility of furthering the important mission of promoting excellence and innovation in science teaching and learning for all while also maintaining viability. For this reason, we recently updated our strategic vision to establish common goals and objectives that help us best serve our membership, guide leadership, and unite employees.

NSTA Strategic Goals 2010, the previous comprehensive five-year blueprint laid out four goals:

1. Promoting active participation of all teachers of science in improving science education;
2. Advocating for the central role of science education to benefit students and society;
3. Supporting high-quality science teaching to improve student learning for the 21st century; and
4. Influencing research in science education and promote its wide application to improve science teaching and student learning.

These goals—developed to reflect the changes in science education—served as a tool to help NSTA leadership and staff make important decisions about the association’s programs, products, and services.

Over the past year however, NSTA has worked to reevaluate the plan and to start the next chapter of the association’s history. During my presidency, I convened a task force to develop a new plan that would provide a road map to guide and prioritize the work of the association over the next five years. The development process included the collaborative efforts from a dedicated and distinguished group of educators, science administrators, NSTA staff, and other critical stakeholders.

The result—NSTA Strategic Goals 2015—builds on the goals set forth in the previous strategic plan and outlines new aspirations and expectations for the association. The plan identifies six key overarching goals and the philosophies that underscore them.

Advocacy: We must help the public understand both the importance of scientific literacy to our nation’s future and the critical role science teachers play in achieving it. Therefore, NSTA seeks to raise the status of science education and science teaching as a profession by advocating for high-quality science education within national, state, and local contexts.

Elementary Education: To empower generations of scientifically literate citizens, we have to start young. By middle school, many students have already lost interest in studying science. Rather than drown them in facts and memorization, we must encourage young students to ask questions and supply them with the tools they need to seek answers. We will nurture scientific curiosity among children in the earliest grades.

Next Generation Science Standards (NGSS) and STEM: The Next Generation Science Standards, which advocate using the practices of scientists and engineers to teach key scientific content, provide a roadmap for instilling the critical skills students need. Moreover, the NGSS aim to combine science, technology, engineering, and mathematics in a meaningful way, helping the U.S. to revitalize science education, boost student achievement, and bolster U.S. economic standing.

Membership: Teachers of science at any grade have a tough job. NSTA membership makes it a little easier through enhanced peer-to-peer engagement, differentiated benefits, and an expanded suite of tools.

Professional Learning: To further support all teachers of science, members and non-members alike, NSTA seeks to enhance the professional learning of science educators by providing a suite of tools, resources, and opportunities that supports long-term growth within a collaborative learning environment.

Internal Organizational Goals: Finally, the support of 21st-century science educators requires 21st-century work space and tools, and the staff trained to make the most of those tools.

I think you will agree that these are both lofty and important goals. As a past elementary school teacher, I am particularly pleased with the inclusion of elementary education as a prominent goal, encouraging NSTA to move forward in a very deliberate way to focus attention on children’s primary education. Research clearly indicates the importance, benefits, and impact of science instruction on students. I have long believed that the STEM “pipeline” begins early in a child’s life and must be nurtured through high-quality science and literacy instruction. The strategic plan advocates for coherent science instruction in the elementary classroom, provides the opportunity to develop cohesive professional learning options for elementary teachers, emphasizes the symbiotic relationship and connection between science and literacy, and promotes the use of standards to provide students with authentic science instruction. In short, it takes a holistic, and necessary, approach to improving science education in the elementary years.

Making the vision of the strategic plan a reality will take a concerted effort among everyone in the preK-16 science education community. Thank you to all who participated in the planning process, and especially to the Strategic Plan Task Force, my fellow Board and Council members, and the staff, for their invaluable effort and input. It is this collaborative spirit that will strengthen our membership and drive the achievement of our vision.

By Bill Badders, 2014-2015 NSTA Retiring President

When NSTA member Susanne Hokkanen was in school for teaching, she received a bachelor’s degree in history along with her teaching certificate. Hokkanen thought she would teach history after graduation, but instead she was hired as a middle school science teacher. “I panicked,” Hokkanen says. “I had taken only 12 credit hours of science in school. I didn’t feel prepared to teach it.”

Hokkanen quickly realized she needed help. “As soon as I secured my teaching position, I got in touch with NSTA,” she says. Hokkanen credits the association for helping her become the science teacher she is today. “My membership in NSTA has helped keep me in science education,” she says. “I’ve been offered teaching positions in social studies and I haven’t taken them.”

Hokkanen: My NSTA membership afforded me the opportunity to take part in the NSTA New Science Teacher Academy. The year-long experience was phenomenal. Being a part of the academy gave me access to science education mentors, discussion threads filled with content specialists, and pedagogy experts. 

Academy fellows also get to attend NSTA’s National Conference on Science Education. Before that time, I had only attended NSTA regional conferences, which are so helpful. The national conference is just as amazing, but more intense. I attend conference sessions that speak to me as an educator. NSTA conferences always have strong threads on diversity—meeting the needs of minority students and teaching in a diverse community. And I go to a lot of the Biological Sciences Curriculum Study (BSCS) sessions, which focus on the 5E Instructional Model and inquiry-based learning.

Through NSTA, I learned about Montana State University, where I earned my Master of Science in Science Education. And, as an NSTA member, I’ve participated in web seminars and spent a lot of time in the NSTA Learning Center, which has helped solidify my content and pedagogical knowledge. Because of my involvement in the Learning Center and in web seminars, I now serve as an NSTA online advisor and web seminar moderator.

I’m constantly telling fellow teachers in my district about the benefits of an NSTA membership. There are a tremendous amount of elementary school teachers, for example, who don’t feel qualified to teach science. And they are hesitant to teach science. I like to use myself as an example as why other teachers should not be afraid of science. I encourage them to look at NSTA and the NSTA Learning Center so that they can learn how an NSTA membership helps you gain confidence as a science teacher.

(Note from NSTA: Not a member of NSTA? Learn more about how to join.)

Jennifer Henderson is our guest blogger for this series. Before launching her freelance career as a writer/editor, Jennifer was Managing Editor of The Science Teacher, NSTA’s peer-reviewed journal for high school science teachers.