This week in education news, Project Lead The Way unveils a new end-of-course assessment that will test students soft skills as well as their knowledge of STEM subjects; despite a relatively steady rise in per-pupil funding, real teacher salaries rose just 7 percent since 1970, and have been largely flat since 1990; Iowa allocated $1 million to train computer science teachers; evolution and climate change skeptics lose battle over science textbooks in Florida; four senators challenge funding for global warming education programs; California legislative committee approves a bill that would provide teaching candidates willing to commit to teaching science or math curriculum for four years a state grant of $10,000; and 82% of teachers believe technology enhances learning.

STEM-Focused Program Will Test High-Schoolers’ Soft Skills

Project Lead The Way announced its new End-of-Course Assessment, the first of its kind to measure high school students’ mastery of the skills most critical for college and career success — including problem solving, critical and creative thinking, collaboration, communication, and ethical reasoning and mindset — in addition to their knowledge of STEM subjects. Read the brief featured in Education DIVE.                                                                                           

Average Teacher Salary Is Below The Living Wage In Half The Country, Report Says

In more than half the states, the average teacher is not making a living wage, a new report says. In this report, researchers at the nonprofit Education Resource Strategies found that despite a relatively steady rise in per-pupil funding, real teacher salaries rose just 7 percent since 1970, and have been largely flat since 1990. Since the 2008 recession, per-pupil funding and real teacher salaries, both adjusted for inflation, have declined in most states. Read the article featured in Education Week.

‘It’s OK To Fail:’ How Indiana Teachers Are Rethinking STEM For The Real World

In Kraig Kitts’ biology classes, it’s OK to fail. “That’s science. That’s the nature of it,” said Kitts, a science teacher at Center Grove High School. “Sometimes we don’t know. As teachers, we have a lot of pressures that everything works, every time, 100 percent.” This is the message Kitts wants to send to his students. It’s also the message he wants to relay to other Indiana teachers. Kitts is the mastermind behind the Lilly Experience for Teachers in STEM, a two-day workshop for teachers of STEM designed to redefine the field by connecting math and science curriculum to real-world applications. Read the article featured in Chalkbeat.

Iowa Dedicates $1 Million To Train Computer Science Teachers

Iowa schools are encouraged to teach computer science in every grade, making it a subject of importance in K-12 education. Recently, the Iowa Board of Education adopted suggested computer science standards, which set learning goals for students. Many Iowa schools already include computer science lesson in some form. But not all do — so to help bridge that gap, the state is offering the voluntary standards and a new $1 million state fund for teacher training. Read the article featured in the Des Moines Register.

Evolution, Climate Change Skeptics Lose Battle Over Collier Science Textbooks

The Collier County School Board voted 3-2 to adopt a new batch of science textbooks after residents filed objections to more than a dozen of them. Four Collier residents opposed some of the textbooks, making arguments ranging from unbalanced views of evolution and climate change to inaccurate racial depictions of science experts. Read the article featured in the Naples Daily News.

Insights Into Early STEM Learning

The years from birth through primary school comprise a particularly rich time for encouraging the growth of curiosity and creativity necessary in later life for careers related to STEM. Fostering STEM learning at an early age helps children develop a can-do attitude toward careers in these fields. However, learning needs to be developmentally appropriate. Furthermore, educators need guidance and support to create positive STEM education experiences for children. Read the article featured in Forbes.

Does Harrisburg Value The ‘S’ In Pennsylvania STEM Education?

Recently, Harrisburg has been making some welcome progress on the STEM and education fronts for the state. But we’ve only scratched the surface of what we need to do to provide competitive K-12 STEM education in Pennsylvania. Read the article featured in The Philadelphia Inquirer.

GOP Senators Challenge Funding For Global Warming Education Program

Four Republican senators called for an investigation of National Science Foundation grants, saying the federal agency had ventured beyond science and into political advocacy, particularly with its support of a program to encourage TV weathercasters to report on global warming. The four senators called for a probe by the foundation’s inspector general, saying the $4 million program to increase climate reporting by meteorologists “is not science – it is propagandizing.” Read the article featured on the NBC News website.

STEM Teacher Shortage Bill Advances

Teaching candidates willing to commit to teaching science or math curriculum for four years would receive a state grant of $10,000 under a bill approved by a key legislative committee. AB 2186 by Assemblyman Tony Thurmond, D-Richmond, would cost $30 million in state funds overall—a significant reduction from the $200 million that was originally proposed. The bill would also provide $5 million to cover program oversight, which would be performed by a local educational agency selected by the Commission on Teacher credentialing. Read the article featured in K-12 Daily.

Study: 82% Of Teachers Believe Tech Enhances Learning

A new MidAmerica Nazarene University survey of 1,000 teachers with at least five years of classroom experience found that 82% believe tech enhances learning, but that 70% also face “persistent” disruptions due to smartphones. The researchers, who wanted to get a better idea of how classroom technology is being used, also found that around 56% of educators reported their tools and resources are tech-based, with 42% of assignments still done by hand, and 66% said technology improved students’ productivity and engagement. Read the brief featured in Education DIVE.

How A Classics Education Prepares Students For A Modern World

With modern challenges, such as cyber-bullying or the increasing cost of medicine, a classical education, with its focus on philosophy and inquiry, can offer students the opportunity to gain knowledge and develop innovative thought, while examining issues through a moral lens. But how does a philosophy that has been taught for centuries stay relevant in an education age immersed with iPads and apps, and careers driven by the digital economy, automation and personalization? The need for thoughtfulness in our technocentric world extends beyond the creation and use of new tools. Today, students are charged with shaping policy and fighting injustice, and have endless information, and misinformation, pushed to them. Read the article featured in EdSurge.

Makerspaces Necessitate Greater Mindfulness Of Gender Bias In STEM

Despite the popularity of makerspaces, a new report from Drexel University finds that women are underrepresented in leadership roles, holding just 24% of positions, with 25% fewer girls taking part in makerspace projects in high school. The report also found gender bias in the way teachers speak of their students, referring to boys as “geek” or “builders” but to girls as just “girls.” Read the brief featured in Education DIVE.

Stay tuned for next week’s top education news stories.

The Communication, Legislative & Public Affairs (CLPA) team strives to keep NSTA members, teachers, science education leaders, and the general public informed about NSTA programs, products, and services and key science education issues and legislation. In the association’s role as the national voice for science education, its CLPA team actively promotes NSTA’s positions on science education issues and communicates key NSTA messages to essential audiences.

The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.

Follow NSTA

Guest blogger Anne Lowry teaches preschool in Reno, Nevada. She has been teaching for over twenty years, drawing on her undergraduate background in archeology and geology, and her masters in early childhood education, to create a classroom full of inquiry.

Welcome Anne!

This past school year has been an amazing example of the power of phenomenon based learning.  My preK class became interested in light due to learning about and observing the 2017 Solar Eclipse, and continued with light throughout the rest of the school year.  Their curiosity about light spread to other classes—light was chosen as the theme for our “summer camp”. 

But why has the phenomenon of light been so powerful?  I looked at this question from three different angles.  First, I looked at the writings on phenomenon based learning.  Second, I observed and documented my students’ work. Third, I talked with my students about their thinking.

Painting backgrounds to show the passage of time (changes in light) for a 3-D art project.

To better understand this story, let me take you on a brief journey through this past school year.  After viewing the 2017 Solar Eclipse, the students  asked lots of questions about light.  They invited several people, including a research physicist and an eye doctor to visit and discuss their questions.  The discussions with these experts led to more questions and new investigations, where the students looked at the relationships between light and energy. They looked at light as a way of measuring time, focusing mostly on sunlight shadows and the shades of blue in the sky, and explored how artists use light to give time clues.

Using a light tube to look for the light, seeing it when an object is inserted in the opening.

The students were interested in how light moved. They remembered exploring sounds using an oscilloscope which had reminded two children of waves at the beach. Another classmate was not originally convinced of the wave analogy, so they dropped pebbles in water at the water table to see the waves. Using these experiences as analogies they decided that light moves in waves which led to questions about wind and electricity, which then led to exploring plumbing and construction.  They were particularly interested in the visibility of light.  They spent considerable time using a “light tube” made of a dark non-reflective material while shining a flashlight down inside it.  Looking into the tube through a hole in the side, there didn’t seem to be any light.  But if an object such as a child’s hand interfered with the light, the object became visible.  This led to lots of questions about light we can and can’t see. As my school is in the high desert, the many of the students were already aware of ultraviolet light, primarily from the standpoint of why sunblock and sunglasses were important. 

Using a UV flashlight to spot plastic prey in the water table.

They drew upon their experiences with sunglasses making objects more visible and remembered what the visiting eye doctor had said about sunglasses blocking ultra violet (UV) light.  They compared sunglasses and colored filters with both LED and UV flashlights. (Do not let children shine lights directly into their eyes.) They became fascinated by the different wavelengths of light as they explored how UV and fluorescence are used to capture attention. They noticed which colors and color combinations they could see better from a distance.  They commented that several color combinations seem to blend together while others “hurt my eyes!”.   This developed into an ongoing discussion about visual literacy and meanings. This was a great example of the teacher co-learning with the students.  We all brought in different materials such as clothing, packaging material, advertising material, logos, old license plates, and similar items. The students tested these with both LED and UV flashlights, taking notes, and drawing conclusions. One of the most discussed was that their favorite restaurants all had red in the logos, which they could see from far away.  The students were surprised by how bright purple and white became, and concluded that those signs would be very visible at night or on stormy days.

Towards the end of the year the students were expanding investigation of light into explorations of plants and animals.  They created their own UV flowers for bees to find, and researched how animals use the UV range of vision to find prey and avoid dangers.  During the different investigations the students used a variety of resources:  personal observation, library books, family interviews, and the internet.  The last was also used for lessons of source reliability.  Some of the class favorites include:

Arizona State University: Ask a biologist. The Visible and Non-visible Light Spectrum

 NOVA Next, article about how animals perceive power lines

Arizona State University: Ask a biologist. How Do You Know If an Animal Can See Color?

Students working on one color test using a UV flashlight.

This led to an action campaign on behalf of eagles, who can be damaged by both wind turbines and power lines as they fly.  One of the students remembered that by putting a purple filter in front of an LED flashlight, clothing color changed.  After reminding other classmates of this, especially how purple tennis shoes turned pink, the  students created color tests using construction paper, paints, and a UV flashlight.  

Once they had determined that purple showed the least change to their eyes, they composed and edited a letter which was sent to various local, state, and national organizations asking them to paint wind turbines purple, which would be visible but not distracting to an eagle.  These letters were sent, and the class received serious replies.

It was an amazing year.  But why?  This was a good group of average students at a supportive school. Why had this specific class kept the focus on light?

Was this due to starting with a phenomenon?  Everything in my notes came back to that:  beginning the year with the eclipse. I reviewed what I knew of phenomenon and phenomenon based learning, and found the NGSS brief on phenomena described my class’ experiences exactly.  My students had taken an observable event, extended the event, and spent the rest of the year figuring out the properties of light.

The description in the brief also matched what I had observed and documented throughout the year. To be sure, I reviewed discussions I had had with the students throughout the year, and then held several “year in review” reflections with my students.  

But there were additional factors in why the phenomena of the eclipse was so powerful:

The eclipse phenomena was theirs.  They had experienced it in person.  They thought as scientists do as they came with up with their own questions, made models, tested ideas and communicated the results.

The power of the phenomena went even further.  The students realized they could do research.  They had talked to “real scientists” and had their questions answered through in class visits Not only could they do research, but they could use their research to solve a problem they saw.  They had taken part in group scientific writing, and translated that into letters suggesting a specific course of action based on their research and had received serious responses.  

The investigations of phenomenon were powerful for my students because they allowed them to emulate scientists and take charge of their own scientific journey.  And that is the reason why one of this years’ students can’t wait to go to high school so, “I can do science there every day in a big lab!” and why the majority of my class now want to be scientists when they grow up.

Reference:

Using Phenomena in NGSS-Designed Lessons and Units

I was wondering how other teachers implement technology in the classroom? I think that simulations have the ability to encourage student inquiry, but often their presence seems to distract students from the learning. What are your thoughts?
—K., Wisconsin

There are many different kinds of technology in addition to laptops and tablets. Smartphone apps, sensors, meters, and cameras can have great impact on learning. Spreadsheet programs, video-editing, photo-manipulation, and desktop publishing all have a place in the science classroom. The big thing to remember is that it is not the technology that is important but how you use it in science education.

When using any technology there has to be a purpose. With simulations, I also planned a debriefing and a review assignment. Make sure you know what you want the students to learn from the simulation.

I have used technology many ways, including:

• graphing lab data using spreadsheets;
• video analysis of moving objects using cell phones;
• measuring the heat of flames, beakers and boiling water using infrared thermometers;
• using electronic probes to measure distance, velocity, temperature, oxygen, carbon dioxide, light, magnetic fields, and more;
• photographing specimens through a microscope or telescope;
• scripting, filming and editing public service announcements, mini-documentaries or science shows;
• creating websites and wikis to highlight and discuss issues;
• creating brochures, pamphlets and posters;
• programming microprocessors such as Arduino technology to use various electronic sensors ; and
• video conferencing with scientists.

Hope this helps!

Photo Credit: U.S. Navy

This week in education news, a recent study found that on average, students’ achievement scores declined over summer vacation by one month’s worth of school year learning; new study suggests that specific types of preservice training and professional development may be less related to student achievement than the content and priorities of these programs; in the age of online learning, parents and students have more access than ever before to educational resources; 76% of current and former K-3 teachers favor a more integrated early education system; new report details how sexual harassment of women permeates academic institutions, scientific societies, and federal agencies; ISTE is creating new computer science standards for educators; and the Colorado State Board of Education adopts new science standards.

More Than Robots: Inspiring STEM Education And Life Skills Via Robotics

Nearly 70,000 people cheering for their favorite teams, bleachers filled with signs and costumes, and fans gushing over game highlights and strategic execution. This was the scene in Houston and Detroit in late April—not for a football game or rally, but rather the premier sport for the mind: the world’s largest youth robotics competition, FIRST® Championship. Read the article featured in eSchool News.

What’s In ESSA’s Big Flexible-Spending Pot

The Student Support and Academic Enrichment Grants—better known as Title IV of the Every Student Succeeds Act—is one of the most flexible federal programs around. And it just got a huge increase, from $400 million in the 2017-18 school year to $1.1 billion for the 2018-19 school year. The program is closely watched by advocates and district officials alike, in part because the dollars can cover such a wide array of needs—from school safety training to drama clubs to science programs to suicide prevention. Read the article featured in Education Week.

It Takes A Community To Stop The Summer Learning Slide

This aptly-named “summer learning slide” that many students experience has represented a perennial challenge to the education and youth development communities. Consider a recent Brookings Institute study, which cites that on average, students’ achievement scores declined over summer vacation by one month’s worth of school year learning. Or an Oxford Learning statistic that highlights how, over the years, students who experience summer learning loss are two grade levels behind their peers. Read the article featured in The Hill.

What Other Countries Can Teach The U.S. About Teacher Professional Development

U.S. teachers have many possible routes into teaching, from traditional schools of education to alternative-certification programs. A new report from the Organization for Economic Cooperation and Development suggests that specific types of preservice training and professional development may be less related to student achievement than the content and priorities of these programs. Read the article featured in Education Week TEACHER.

STEM: At the Crossroads Of Traditional And Online Learning

In the age of online learning, educators, parents and students around the world — especially including from diverse and rural populations — have more access than ever before to educational resources. The STEM education community, where innovation and hands-on learning experiences are critical, often finds itself at the exciting crossroads of traditional and online learning. The role we play in classrooms and communities across the country has taught us an important lesson: As online learning continues to change the face of education, those of us at this intersection have a tremendous opportunity to embrace digital advancements and, ultimately, enhance traditional classroom environments and hands-on programs for our students. After all, what is online learning but an incredible STEM innovation? Read the article featured in T.H.E. Journal.

Many Teachers Favor A More Integrated Early Education System, National Survey Finds

Teachers of children in preschool through 3rd grade said a more unified education system, for children younger than 8 years old, would help to establish a common foundation in early childhood education that would align teaching and student learning, according to a national survey. Read the article featured in EdSource.

After-School Programs Enter Career-Tech Space

Programs like the ACE Mentor Program (ACE stands for architecture, construction, and engineering) are part of a growing interest in career and technical education, or CTE, in high schools across the country—both in school and after school. In Portland, as in many other districts, the push to increase CTE offerings is partly coming from leaders within the business community and the trades, who see it as a way to keep the pipeline into their professions flowing with workers who have the right job skills. The after-school option gives students who are already taking CTE classes something extra, while permitting students in regular classes to try on careers to see if they fit. Read the article featured in Education Week.

Girls’ STEM Programs Alone Can’t Combat #MeToo In Science Fields

Girls across the Chicago area may be kicking off summers filled with chemistry, biotechnology experiments and app development, but it’s going to take a lot more than STEM education to end a pervasive culture of sexual harassment of women in science, according to a sweeping new study. Read the article featured in the Chicago Tribune.

ISTE’s Updated Computer Science Standards Will Reflect A ‘New Era’ Of The Discipline

For the first time in six years, the International Society for Technology and Education (ISTE) is creating new computer science standards for educators. The document will reflect a “new era” in the way K-12 educators should think about teaching STEM and computer science, experts and coding advocates say. Read the article featured in EdScoop.

Colorado Adopts New Science Standards That Focus On Inquiry, Not Memorization

New science standards adopted by a divided Colorado State Board of Education call on students to learn by puzzling through problems in the natural world rather than by listening to facts from a teacher. Read the article featured in Chalkbeat.

Stay tuned for next week’s top education news stories.

The Communication, Legislative & Public Affairs (CLPA) team strives to keep NSTA members, teachers, science education leaders, and the general public informed about NSTA programs, products, and services and key science education issues and legislation. In the association’s role as the national voice for science education, its CLPA team actively promotes NSTA’s positions on science education issues and communicates key NSTA messages to essential audiences.

The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.

Follow NSTA

I’m a pre-service teacher who is a little scared about teaching inquiry-based science in the classroom! What are some things you wish you knew before teaching elementary school science?
—K., New Mexico

I understand your anxieties about inquiry-based learning but think of it as the most natural thing a child does! Adults just tend to get in the way of inquiry by insisting that children do it our way or that they need to learn a bunch of facts and fill in some worksheets before they can unleash their curiosity. Let go of the idea that you need to be the expert, and you may be surprised by the direction your class goes and the kind of questions students may have—simple but very thought-provoking questions, like “What color are bacteria?” “Why do we fart?”

One of the bravest things a teacher can say is, “I don’t know!” followed up with “Let’s figure that out!” Your job is to provide the opportunity for students to ask questions and explore them scientifically. So, teach them about designing fair tests, controlling variables, making objective observations, measuring and recording accurately, and presenting their findings. You can teach these things as you and your students explore their questions as partners.

I wish I had learned more about letting go and trusting in young minds to come up with interesting questions. Instead, I was a typical “stand and deliver“ teacher until I had the confidence to let go.

Hope this helps!

Photo credit: Department of Defense Education Activity via Flickr

Each month in NSTA’s Science Scope journal, Bob Riddle writes Scope on the Skies, an informational article on topics related to astronomy. Bob is a science educator in Lee’s Summit, Missouri, and also authors the website Bob’s Spaces in which he frequently posts additional articles, updates, and resources. You can also read more about his background and experiences on this website.

The Scope on the Skies “background boosters” present content information in an easy-to-read format with many illustrations, resources, and applications for the classroom. The articles also include a monthly calendar of astronomical events.

Although this is published in NSTA’s middle school journal, teachers of other grade levels can access and read these articles in Science Scope as NSTA members. These articles could also be shared with secondary students as a supplement to other readings and as an example of how to communicate science concepts in terms that everyone can understand.

Here are the Scope on the Skies articles that appeared within the last two years:

• Timely Motions of the Earth and Moon
• Storms From the Skies
• Gaining Insight Into Mars
• Motions of the Earth and Beyond
• Studying Rings Around the Sun
• The Historic Stars in Our Skies
• Connected Computing
• Angles and Eclipses
• Juno’s Route to Jupiter
• In Transit
• GRACE, GRAIL, and Gravity
• A Leap Forward
• A Model Solar System
• Star Chart
• Measuring the Universe
• A Candle in Space
• Cassini’s Grand Finale
• Vocabulary of the Skies
• The Universe, From Micro to Macro
• Beyond Earth’s Orbit
• In the Midst of an Eclipse Season
• Flipped Constellations

For more information and activities on astronomy-related topics, see these SciLinks—

K-4: Astronomy, Comets Asteroids Meteors, Extrasolar Planets, Moon Phases, Planets, Sun

5-8: Astronomy, Big Bang, Comets, Constellations, Early Astronomers, Early Theories in Astronomy, Galaxies, Inner Planets, Lunar Cycle, Milky Way, Moons of Other Planets, Outer Planets, Phases of the Moon, Structure of the Universe, What Is the Life Cycle of a Star?

9-12: Astrobiology, Astronomy, Astrophysicist, Big Bang, Black Holes, Comets Asteroids Meteors, Constellations, Early Astronomers, Galaxies, Inner Planets, Meteoroids, Milky Way Galaxy, Moons of Other Planets, Origin of the Solar System, Outer Planets, Radioastronomy, What Is a Star?

Graphic: https://tinyurl.com/y9vq3mvp

As states continue to adopt the Next Generation Science Standards and STEM curricula programs, science teachers will be asked to engage students in a way that requires specific lab facilities. The demands of three-dimensional teaching could mean that you will need to renovate your existing lab, or construct new facilities. Science teachers and their supervisors must work with administrators to ensure that the facilities meet the needs of current teaching and learning, future curriculum endeavors, and safety concerns.

The following list summarizes the phases of lab construction/renovation and discusses the role of the staff in the construction process.

1. Getting started: Architects first need to understand how the lab facility will meet the needs of a curriculum. The teaching staff must therefore develop educational specifications based on their curricular needs (such as laboratory size, lab furniture layout, and engineering controls) to help the architects understand the type of teaching and learning that will take place in the lab. Note: This phase needs to be finalized before the school applies for a bond for the laboratory because the teacher’s instructional needs will inform the building plans and specifications.

2. Visiting another lab: Science teachers and their supervisors should visit other schools that have completed new construction or made renovations to labs within the last five years. This way staff can learn what works and what doesn’t in their facility design.

3. Planning: It’s important to establish a planning committee consisting of teachers, the administration, architects, engineers, and more. The planning process not only involves the physical structure but also furnishings, equipment, and labware. Equally important are the engineering controls for safety such as proper ventilation, an eyewash station, showers, sinks, fire extinguishers, and goggle sanitizers. Occupancy load issues should also be addressed based on the NFPA Life Safety Code 101. Ideally, the lab’s maximum student occupancy should not exceed 24 students. Finally, it is important that labs address the Americans with Disabilities Act and Individuals with Disabilities in Education Act. The lab, for instance, must follow certain height and width dimensions that allow students with special needs to access eyewash controls, lab desks, and other means.

4. Construction: After finalizing a building plan, put together a construction team involving administrators, teachers, architects, contractors, and a fire marshal. This team should meet weekly to make decisions on issues as they develop, often involving a change in work orders specified on the original contract. Yet, the change in a work order might not alter the original contract amount or completion date. For example, if a chemical storeroom turns out to be too small to meet the needs of its inventory, a change order could require altering the dimensions of the floor plan. Science teachers and their supervisors should also visit the site during this phase to make sure things such as locations of fume hoods, eyewashes, storage cabinets, and sinks are where they need to be.

5. Final inspections: A Certificate of Occupancy is the final approval stage by which the town allows the school to take over the new construction or renovated facility. Prior to its issuance, teachers and their supervisors should tour the new facility. This allows teachers to make any corrections to the building design. Once the Certificate of Occupancy is approved, it is very difficult to make changes and can be cost prohibitive. So it’s important to get it right the first time!

Final thought

For further recommendations on constructing, renovating, and addressing safety in school science labs, check out Safer Makerspaces, Science Laboratory Safety Manual, Third Edition, and NSTA Guide to Planning School Facilities, Second Edition.

Submit questions regarding safety in K–12 to Ken Roy at safesci@sbcglobal.net or leave him a comment below. Follow Ken Roy on Twitter: @drroysafersci.
NSTA resources and safety issue papers
Join NSTA
Follow NSTA

This week in education news, New Jersey governor announces new measures to help keep STEM college graduates in the state; more must be do in U.S. schools to increase the number of women represented in STEM careers; teachers need to set professional boundaries; California lawmakers approve bills to increase STEM funding in the state; new research shows that the UTeach teacher prep program is actually working; the Quality Teacher Incentive Program has been a game changer in Utah’s San Juan School District; driven by dislike for federal and state-based education policy, teachers across the country are running for office in unprecedented numbers; and first-generation, college-bound Hispanic students in California don’t often see a clear pathway to a high-tech career.

Murphy Proposes State Help For STEM Tuition

Gov. Phil Murphy has unveiled a pair of measures aimed at keeping science, tech, engineering and math college graduates in the state. His proposed loan forgiveness program would mean anyone who’s worked in a STEM-related job in New Jersey for at least four years would receive $8,000 in tuition assistance. Employers and the state would split the covered amount 50/50. Read the article featured on NJBiz.com.

Is STEM Getting ‘IT’ Right For Female Students?

March 8th was memorable for many reasons. Not only was it International Women’s Day, but Meghan Markle made one of her first official public appearances with her future husband, Prince Harry, at an event in Birmingham, England. Significantly, the event was organized by the STEMettes, an award-winning social enterprise working across the U.K. and Ireland to inspire young women to pursue STEM careers. Read the article featured in eSchool News.

The Necessity Of Boundaries

Teachers need balance. You need to set professional limits that will support long-term engagement with your students and with teaching. This is about protecting your energy and attention in order to maximize their effects. It’s about what you can and cannot control. It’s about when to hold on and when to let go. Read the article featured in edutopia.

How One Organization Is Changing The STEM Education Landscape

Six years ago, I founded 100Kin10, a national network focused on training and retaining excellent K-12 STEM teachers. Originally inspired by Barack Obama’s 2011 State of the Union Address, we knew that we were preparing to take on a huge and daunting problem; for years, our education system has faced an acute teacher shortage. There simply aren’t enough qualified educators to meet the needs of our students, especially in STEM. Read the article featured in eSchool News.

Lawmakers Approve Bills To Expand STEM Funding And Access

STEM education could expand significantly under a handful of bills moving through the California Legislature. Read the article featured in K-12 Daily.

How San Francisco Is Transforming Science Education

Five years ago, the San Francisco Unified School District (SFUSD) made a commitment to invest in the implementation of the Next Generation Science Standards (NGSS) through a multi-year solution strategy that combined developing and adapting new curriculum materials with an integrated professional development plan so that the persistent inequities in student learning would be interrupted. Seeing an opportunity in the disruptive nature of the NGSS to alter science teaching and learning in ways that improved learning for all students, the SFUSD Science Team partnered with the Center to Support Excellence in Teaching (CSET) at Stanford University to ensure that the curriculum and professional development work was guided by best practices and research. Read the article featured in Education Week.

A Teacher Prep Program That Really Works? This One Is Successfully Minting Math And Science Educators

Mariam Manuel was sitting in calculus class at the University of Houston over a decade ago when a professor mentioned a new program allowing math and science majors could also earn a teaching certification. Manuel knew she wanted to teach, but she didn’t know how she’d get licensed. Now, new peer-reviewed research on the program, known as UTeach, shows that its teachers performed substantially better in the classroom than other teachers in Texas, as measured by student test scores. Read the article featured in Chalkbeat.

Utah’s Tug Of War For Teachers Leads To Higher Salaries And Other Incentives

Christy Fitzgerald isn’t worrying on the last day of school, she’s celebrating with her students. The elementary school principal doesn’t have a bunch of empty teacher positions to fill before fall. Students at the Tse’bii’nidzisgai Elementary School, on the Navajo Nation typically lose seven out of 10 of their teachers every year. That changed when the San Juan School District piloted a new program to pay teachers up to $81,000 to come to these remote schools and stay. Read the article featured on KSL.com

From The Classroom To The Campaign Trail: Emboldened Teachers Run For Office

One recent afternoon, reading teacher Karen Mallard settled into a kindergarten classroom at Greenbrier Primary School in Chesapeake, Va., as young readers worked through a book about pets. Then, she headed home to brush up on Iran nuclear policy. Mallard has been leading a double life for the past several months, spending her days helping young readers and then heading to a faculty bathroom to change into a suit when the afternoon bell rings so she can hit the campaign trail. Mallard, who calls herself the “Teacher for Congress,” is running a campaign for the Democratic nomination in Virginia’s 2nd Congressional District. Read the article featured in The Washington Post.

A Better Way To Talk About Education

Standardized test scores have been the driving force in U.S. education for more than two decades. But across the country, parents concerned about the psychic toll of high-stakes testing on their children have been “opting out” of testing programs. Meanwhile, teachers have long complained that testing reduces the time for instruction and distorts the curriculum. Read the article featured in Education Week.

Competitions, Experiments A Focus In Inspiring Low-Income Students To Embrace STEM

California schools are using various methods to not only get low-income and diverse high school students interested in STEM subject areas, but to increase the odds they’ll actually get a STEM-related degree and wind up working in one of those fields. In schools located a short distance from Silicon Valley, less than 5% of tech professionals are Hispanic, and just over 2% are African American. Interestingly, 57% of students in the area weren’t born in the U.S.; most came from China or India. Read the brief featured in Education DIVE.

Oklahoma Externship Pays Teachers For Hands-On Experience In Engineering And Science

Schools are always trying to get their kids interested in pursuing careers in science, engineering and technology. But that’s hard to do when the students don’t have a solid idea of what having a STEM-related job really means.Beth Bryan, a middle-school enrichment teacher in Edmond, Oklahoma, is  one of five teachers selected last summer for a pilot program in her state that gives teachers real-life experience in STEM fields. The program, run by Oklahoma’s department of education, aimed to give teachers a more concrete understanding of the applications of science and technology – by getting their hands on some actual concrete. Read the article featured in The Hechinger Report.

Stay tuned for next week’s top education news stories.

The Communication, Legislative & Public Affairs (CLPA) team strives to keep NSTA members, teachers, science education leaders, and the general public informed about NSTA programs, products, and services and key science education issues and legislation. In the association’s role as the national voice for science education, its CLPA team actively promotes NSTA’s positions on science education issues and communicates key NSTA messages to essential audiences.

The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.

Follow NSTA

On June 1, 2018, new committee, advisory board, and panel members begin their term of office in service to NSTA over the next three years. As they do so, I would like to welcome each of them on behalf of the National Science Teachers Association (NSTA) leadership, staff, and members, for their willingness to step forward, serve, and advocate for science education. Each of them will bring unique and needed perspectives to committee work at a time where promoting the importance of science education is both needed and necessary.

As these new volunteers step into their new roles, other members who have served on committees and boards just finished their terms on May 31, 2018. To them, I say thank you for your service; NSTA and the entire science teaching community has been made stronger by your participation.

(Please see the chart below for the names of those newly joining committees and those who are rotating off.)

Together, We Advocate for Science Education

In April 2017, the nation joined together in a collective and symbolic movement to March for Science.  Knowing the value of science for our future and the need for science education to help get there, NSTA joined this movement as an official partner in both 2017 and again this year.  With this official position, science teachers who prepare students to study science became vocal advocates and part of the one million people worldwide who gathered together with the understanding that “I Stand for Students, I Stand for Science”.

Recognizing the need and desiring to continue to promote the importance of science education, the theme I selected is “Together, We Advocate for Science Education” and will be the focus of efforts over the next year.

By combining our efforts and voices, we as a community of science educators will be able to better voice both the accomplishments and needs of our students, the importance of science education as a pathway to future scientific discoveries, and the importance of teaching with a three-dimensional approach that enables students to utilize real world strategies.  By advocating together, we can express a clear message.

Speaking Out for Science Education

Efforts to pursue this initiative are well underway. The National Congress on Science Education which will be held in Little Rock, AR will bring together state and chapter leaders along with other advocates for science education as we spend three days working on the theme: Speaking Out for Science Education.  Topics that will drive discussion within focus groups and become the work of state chapters and/or NSTA in the coming year are:  Developing Leaders and Advocates for Science Education, Building Collaborative Relationships to Further Science Education, and Elevating the Status of Science Education.

Advocacy takes many forms and that is demonstrated during our upcoming regional conferences. Our fall regional conference planning committee members have been hard at work throughout the past year and have incorporated the need to be advocates into either a strand at each conference or the conference theme.  

• At the fall conference in Reno, NV one strand will focus on Developing Persistence: The Power of Experience where participants are encouraged to learn from your peers’ experiences in persisting as they negotiate the terrain of facilitating science learning for the next generation. 
• According to the Framework, “Arguably, the most pressing challenge facing U.S. education is to provide all students with a fair opportunity to learn” (p. 282). Those participants heading to National Harbor, MD will be reminded of this in many ways from the overarching conference theme that Science Education: A National Priority to a strand theme that identifies the need for Monumental Challenge: STEM Equity, Diversity, and Advocacy via
• And to round out the conferences for the fall, the theme for Charlotte, NC is Energize Science: Educate and Engage all of which help to move the field of science education forward.

Turning to the National Conference on Science Education in April 2019, those that head to St. Louis, MO will be reminded that advocates continually have Science on My Mind.

These are but a few examples of how the theme of Together, We Advocate for Science Education will be featured in NSTA events and initiatives over the next year.

I invite each and every one of our members to join the new committee members, existing committee members and all of the NSTA leadership in advocating for science education and using your teacher’s voice to identify both the accomplishment and needs of our students and also to inform schools, districts, states, and our nation about the importance of science education for our future.

NSTA President Christine Royce is a professor in the teacher education department and co-director for the MAT in STEM Education program at Shippensburg University in Shippensburg, Pennsylvania. Follow Royce on Twitter @caroyce.

The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.

Follow NSTA