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Legislative Update

Senate Restores $2 Billion Teacher Training Fund

By Jodi Peterson

Posted on 2017-09-11

Congress returned to D.C. after Labor Day and immediately started work to fund the government, raise the federal borrowing limit and supply relief funds to disaster victims.

On Thursday, the Senate Appropriations committee approved the FY2018 bill for Labor, HHS and Education. The good news is that the Senate did not follow the Administration’s plan to significantly reduce funding at the U.S. Department of Education and increase options for school choice. The Senate funded the Title II state grants at $2.1 billion dollars, a highly popular grant program which provides resources for teacher and principal training and class-size reduction efforts. The House bill had eliminated this program and the Administration did not request funding (see chart). This is great news for teacher professional learning. The final number for the program will still require a compromise between the Senate and House bill, but the fact that the Senate funded this program is a strong sign it wants the program to continue. Thanks to all who participated in the National Day of Action push to save Title II funding. (Read the letter NSTA and NCTM sent to appropriators here.)

The Title IVA Student Support and Academic Enrichment Grants program received $450m, an increase of $50 million from FY2017 levels, but less than the $500 million requested by the House. The President also sought to eliminate this program.

The 21st Century Community Learning Centers, which provide after school and summer programs for thousands of students, received $1.2 billion. This program was also slated for elimination by the Administration.

Overall, the FY2018 spending bill includes $68.3 billion in funding for the Education Department, which is $29 million above this year’s level.  The Administration’s proposals to create a $250 million private school choice program and a program that would have allowed Title I funds to follow students to the school of their choice was not approved.  The bill does provide $367 million to charter schools, an increase of $25 million.  Read more here.

Update on ESSA

Many states are still facing Sept. 18 deadline to send their Every Student Succeeds Act plans to Education Secretary Betsy DeVos for review and approval.

So far, the U.S. Department of Education has approved the ESSA plans from ConnecticutLouisianaNevada, New Jersey and New Mexico, North DakotaVermont, Maine, the District of Columbia, Illinois, Oregon, and Tennessee.

To find out what’s going on in your state, check out the Collaborative for Student Success Understanding ESSA website.

This is Us

The National Center for Education Statistics recently released the 2015–16 National Teacher and Principal Survey (NTPS), a nationally representative sample survey of public K–12 schools, principals, and teachers in the 50 states and the District of Columbia. Highlights:

During the 2015–16 school year, there were an estimated 90,400 K–12 public schools in the United States, including 83,500 traditional public and 6,900 public charter schools. These schools served nearly 49.3 million students, with about 46.2 million in traditional public schools and another 3 million in public charter schools.

In the 2015–16 school year, there were an estimated 3,827,100 teachers in public elementary and secondary schools in the United States. About 3,608,600 taught in traditional public schools and about 218,500 taught in charter schools. About 80 percent of all public school teachers were nonHispanic White, 9 percent were Hispanic, 7 percent were non-Hispanic Black, and 2 percent were non-Hispanic Asian.

Among public school teachers, 77 percent were female and 23 percent were male. In addition,relatively more women were teachers in primary schools (89 percent) than in middle schools (73 percent), combined schools (70 percent), and high schools (59 percent).

On average, public school teachers had about 14 years of experience. In addition, teachers in traditional public schools had relatively more teaching experience on average (14 years) than teachers in public charter schools (10 years)

The largest percentage of public school teachers listed a master’s degree as their highest degree earned (47 percent), followed by a bachelor’s degree (41 percent).

On average, regular full-time teachers in public schools spent 53 hours per week on all school-related activities, including 27 hours that they were paid to deliver instruction to students during a typical full week. Public school teachers were required to work an average of 38 hours per week to receive their base pay.

In 2015–16, the average base salary of regular full-time teachers in public schools was $55,100. Learn more here.

I #LovePublicEducation

The American Association of School Administrators has launched the “I Love Public Education Campaign,” a year-long effort to highlight why public schools are essential to developing the future generations that will maintain our country’s status as a world leader. Learn more at http://lovepubliceducation.org/

And finally  . . . NSTA mourns the loss of Representative Vernon Ehlers, who served in the U.S. House of Representatives from 1993 until his retirement in 2010.  Representative Ehlers was a strong champion of science and science education in Congress, and he will be truly missed. Read more about Rep. Ehlers here.

Congress returned to D.C. after Labor Day and immediately started work to fund the government, raise the federal borrowing limit and supply relief funds to disaster victims.

 

Answers to Your Questions About NSTA's District Professional Learning Packages

By Carole Hayward

Posted on 2017-09-11

Professional development at the district level is now available for science educators from the National Science Teachers Association (NSTA). Based on new research about the ways students best learn science and how science is best taught, we have a cutting-edge toolkit of innovative professional learning offerings that we can bring to your school or district. Our authors and experts can guide your team to new levels by introducing them to the frameworks and providing them with the hands-on experiences they need to succeed through our District Professional Learning Packages.

The following list is a sample of the teaching strategies NSTA offers:

  • Connect science and literacy in the early years with the Picture-Perfect Science
  • Capture the vision behind the Uncovering Student Ideas books and learn everything you need to know about using formative assessment probes.
  • Take a deep-dive into three-dimensional instruction and the Next Generation Science Standards.
  • Introduce your colleagues to the concepts behind Outdoor Science.
  • Harness The Power of Questioning.
  • Or line up another topic of your choice—including Using Gadgets and Gizmos, Solar Science, Once Upon a Science Book, and many others.

You probably have questions about how all of this could work for your district. Let’s see if we can answer them for you.

Q: How do we partner with NSTA to develop a professional learning package that is right for our school district?
A: We discuss your needs and go into detail about the content that we can provide in a series of communications involving e-mail, phone, and face-to-face contact, so that we can better understand what your goals are and how we can help.

Q: How is pricing determined?
A:  Pricing is determined based on the set of events you choose. For example, is it a one- or a two-day program? Is it all face–to-face, or is there an online component as well? For pricing information, contact Kim Stilwell at kstilwell@nsta.org or 703-312-9247.

Q: How can districts transform their elementary science programs using the Picture-Perfect Science books and workshop series?
A: Literacy experts and former science teachers Karen Ansberry and Emily Miller have spent years developing the Picture-Perfect Science series, which is designed to help elementary school teachers save precious teaching time by combining reading and science. These teaching techniques and books have been classroom-tested and reviewed by our experts. Individual teachers tell us that they love the books and that seeing the teaching methods modeled in a workshop takes them to a new level. We now offer a way to share this with many teachers at once.

Q: In addition to onsite professional learning, do you also offer online courses?
A: Yes! Our online courses offer additional opportunities to explore Picture-Perfect Science or the Next Generation Science Standards (NGSS) professional learning packages and how they can be customized for your particular district’s needs.

Q: What materials do we walk away with after the train-the-trainer sessions?
A:  After attending these sessions, participants come away with the complete presentations to take the concepts back to their school districts along with knowledge of how to present them.

Q: When you come to our district, how is the training conducted?
A:  We send trainers based on how many participants you have, sending one trainer for every 50 participants, so we can address individual questions and concerns thoroughly. The pricing matrix is based on the number of participants as well.

Q: What are formative assessment probes and who uses them?
A:  Learn how to transform your district’s middle school curriculum using Page Keeley’s Uncovering Student Ideas formative assessment probes. These probes—which cover physical, life, Earth, and space sciences, as well as nature of science and unifying themes—are invaluable formative assessment tools you can use either at the beginning of each topic or unit or as you progress through specific lessons.

Q: How can districts transform their high school curriculum using the Argument-Driven Inquiry (ADI) book and workshop series?
A:  Victor Sampson and his co-authors developed the ADI model to meet the need for all students to become proficient in science by the time they finish high school. The ADI instruction model was designed as a way to make lab activities more authentic and educative for students and thus help teachers promote and support the development of science proficiency. The stages of the model range from question identification, data analysis, and argument development to double-blind peer review and report revision.

Q: Do you come to me, or do I bring my teachers to you?
A:  Our authors and expert trainers can come to you to offer training tailored to your needs, but other face-to-face workshops, as well as online courses and webinars, are available as well.

Q:  Which of your professional learning programs have a Train-the-Trainer component?
A:  Our Picture-Perfect Science, Argument-Driven Inquiry, and NGSS programs all offer a Train-the-Trainer component.

Q: What grade levels are these appropriate for?
A:  We have professional learning packages available for all grade levels.

Q: Who developed them?
A: These professional learning packages were developed by NSTA Press authors, NGSS experts, and NSTA training staff to provide high-quality learning experiences for you and the teachers in your district.

Q: How do these packages work with the Standards?
A: We offer extensive professional learning opportunities around NGSS specifically and three-dimensional instruction more broadly. Engage in a three-dimensional lesson yourself, see a three-dimensional approach in a real classroom, and dig into each of the science and engineering practices, disciplinary core ideas, and crosscutting concepts. In addition, our Picture-Perfect STEM package aligns with the Common Core Math Standards.

Learn more about NSTA’s District Professional Learning Packages at www.nsta.org/district or 703-312-9247.

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

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Ed News: How to Build Community Leaders Through Student Genius Hours

By Kate Falk

Posted on 2017-09-08

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This week in education news, new state tests show more than 50 percent of Alaska students are not proficient in science; new science standards come to NY schools; President Trump nominates Jim Bridenstine to lead NASA; teacher effectiveness is an essential factor to ensure that each student is achieving their highest potential; lawmakers reject Trump teacher-funding cut and school choice proposals; to judge teacher effectiveness, parents must look at the environment in which that teacher is teaching; Nebraska State Board of Education to vote on new science standards that include climate change; and new ACT report reveals underserved learners lag far behind their peers in college and career readiness.

Alaska’s Students Failing, State Tests Show

More than half of Alaska’s schoolchildren are not proficient in math, science and English, according to the results of the state’s new standardized tests. According to advance figures released to reporters Wednesday, 68.2 percent of students were rated “below proficient” or “far below proficient” in math, 61.6 percent of students were in those two categories in English, and 53.5 percent were in those two categories in science. Read the article featured in the Peninsula Clarion.

New Science Standards Come To NYS Schools, Including New Approach To Climate Change Education

The organization representing more than 600 public school boards across the state says how science is taught in the classroom will influence how a generation of students think about climate change. Starting this fall, new standards for teaching science go into effect in New York. They put a much more specific emphasis on the role of human activity in global warming. Read the article by WXXI AM News.

Jim Bridenstine To Be Nominated By Trump To Lead NASA

Representative Jim Bridenstine, Republican of Oklahoma, will be nominated by President Trump to serve as NASA’s next administrator, the White House said. If confirmed by the Senate, Mr. Bridenstine would be the first elected official to hold that job. Read the article featured in The New York Times.

The 2 Stages Of Successful Early STEM Education

Working alongside teachers and helping their students with rapidly evolving technology is an incredible experience. Each year has been slightly different because students and teachers are, of course, different, and each year we move at the pace they need while building upon the skills from the previous year. We emphasize two learning stages to build fluid STEM integration from kindergarten to 4th grade. Read the article featured in eSchool News.

How To Build Community Leaders Of Today—And Tomorrow—Through Student Genius Hours

When it comes to personalized learning in the classroom, no single thing has been as powerful as Genius Hour for my students. Genius Hour has its early foundations at companies like Google which gave their employees 20 percent of their work week to study and implement innovative ideas that would better the company. Ideas like Gmail, Google News, and Adsense were born from this time. It’s not a bad model for teachers to emulate, either. Read the article featured in EdSurge.

How To Have A Coach For Every Teacher, Without Breaking The Bank

Every good athlete needs a coach to help them improve their practice, from student athletes to superstars like LeBron James and Serena Williams. This same principle can—and should—be applied to our teachers. Teacher effectiveness is an essential factor to ensure that each student is achieving their highest potential in school. Read the article featured in eSchool News.

Senate Panel Rejects Trump Teacher-Funding Cut, School Choice Proposals

Lawmakers overseeing education spending dealt a big blow to the Trump administration’s K-12 budget asks in a spending bill approved by a bipartisan vote Wednesday. The legislation would leave intact the main federal programs aimed at teacher training and after-school funding. And it would seek to bar the U.S. Department of Education from moving forward with two school choice initiatives it pitched in its request for fiscal year 2018, which begins Oct. 1. Read the article featured in Education Week.

To Judge Teacher Effectiveness, Parents Must Look At The Whole School

As a former teacher, I often find that parents’ initial reactions lead me into long conversations about what it means for their child to have access to good teaching. Policymakers, too, are grappling with how to measure good teaching, driven in part by the new federal education law requiring every state to define the term “ineffective teacher” and ensure students have equal access to effective teaching. Whether I’m talking to a parent or a policymaker, here’s what I say: Whether your child is going to learn and grow, feel safe and nurtured, love and succeed in school depends in part on their individual teacher(s), but perhaps even more on the environment in which that teacher is teaching. Read the article featured in EdSource.

Experts Tout Importance Of Interdisciplinary Approach To STEM

In the first Education Dive #DiveIntoSTEM Twitter chat Thursday, experts from the National Science Teachers Association, the National Science Foundation and Gallup Higher Education discussed the importance of an interdisciplinary approach to STEM education in both K-12 and higher ed settings. Read the timeline by Education DIVE.

Nebraska State Board of Education To Vote On New Science Standards That Include Climate Change

After months of public debate, the Nebraska State Board of Education is poised to add climate change to state science standards. The final version of the proposed standards would introduce climate change in high school science classes. Read the article featured in the Omaha World-Herald.

Underserved Learners Lag Far Behind Peers In College &Career Readiness According To 2017 ACT Score Results

Underserved students lag far behind their peers when it comes to college and career readiness, and the more underserved characteristics that students possess, the less likely they are to be ready. These findings are reported in The Condition of College & Career Readiness 2017, ACT’s annual score report, which was released today. Read the press release for more information about the ACT 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.


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Interacting with students

By Mary Bigelow

Posted on 2017-09-06

I’m looking for ideas to get to know my students better and interact with them. My head spins with six different groups of students each day.  –M., Maryland

You may have heard the idea that students don’t care what you know until they know you care. But in a secondary classroom, trying to connect with 150 students each day seems impossible.

Some students demand our attention: those who raise their hands, have outgoing personalities, or use negative behaviors. But the quiet or contemplative students, students learning English, or those with issues interacting socially may require more of our effort to connect with them. These students and their interests can be overlooked in a busy classroom.

Perhaps you ask students to record data on an index card: name, birthday, nickname, interests/hobbies, extracurriculars, and out-of-school activities such as jobs, community organizations, or volunteer work. (You may have an app to record this information electronically). Use these cards to select a different student each class period. This is not a formal student-of-the-day designation, but a subtle way of ensuring that you interact with all students. For example, greet them at the door, inquire about their activities, call on them for answers or to share thoughts, ask them to be class assistants, or discuss topics with them during seatwork or group work. As you repeat the process, you will get to know each student a little better.

At first their responses might be a “You talkin’ to me?” especially from students not used to teachers’ attention. But most will appreciate your efforts. I was the “quiet” one in class, but I still had something to contribute, and fortunately some of my teachers were able to tap into my thinking.

Photo: http://farm3.static.flickr.com/2618/3948369923_93c3419fe9.jpg

I’m looking for ideas to get to know my students better and interact with them. My head spins with six different groups of students each day.  –M., Maryland

You may have heard the idea that students don’t care what you know until they know you care. But in a secondary classroom, trying to connect with 150 students each day seems impossible.

 

Partnering With Scientists

By Debra Shapiro

Posted on 2017-09-01

A Vanderbilt University Scientist in the Classroom Partnership fellow helps middle school students in the Nashville, Tennessee, area test their car design for speed.

While it’s common for many teachers to have a scientist visit their classroom once or twice a year, some teachers have formed long-term partnerships that enable scientists to spend significant time with their students. Cindy Hopkins, science teacher at Kaffie Middle School in Corpus Christi, Texas, met one of her scientist partners— Janel Ortiz, a graduate student from Texas A&M University-Kingsville (TAMUK)—at a professional development session on quail that Ortiz led at TAMUK. “There is no extra money for field trips, so I actively seek science professionals to come to my class and connect students with real-world science,” Hopkins explains.

“This past spring, I had Janel come to my class [twice a week for two months] and teach a unit about quail (her area of expertise)…Researchers and scientists are another voice for my students, and they pay more attention [to them],” Hopkins contends.

“Janel brought good binoculars, and my students used them…to [examine] bird bands…She asked students to give her evidence, and taught them how to do it…When [scientists do] this, students make connections from the classroom to the field,” Hopkins maintains.

“I did activities alongside the students. They got to see me as a learner. I asked questions to help students connect her material with what I’ve taught them,” she relates. Having Ortiz teach the unit also “allowed me to sit down with students that need one-on-one attention and connect with them,” she notes.

David Lockett, middle-level science, technology, engineering, and math (STEM) teacher at Edward W. Bok Academy in Lake Wales, Florida, benefitted when Principal Damien Moses helped bring Keith Young, CEO of Detroit-based Ecotek—a research organization promoting science education and careers for students ages 10 to 17 (www.ecotek-us.com)—to the city’s charter school system for two semesters. Young co-taught “and deliver[ed] lessons on citrus greening and alternative battery and fuel options with our STEM classes,” says Lockett. “We had a community need because a plant and tree disease was affecting citrus crops.”

Young even took some middle school and high school students to the U.S. Department of Agriculture National Lab for Genetic Research Preservation in Fort Collins, Colorado. “Students made bactericide and did directional drone studies of infected trees. [The trip] showed students how something in Florida could also affect the rest of the country and the world,” Lockett reports.

“In grad school, one of my friends was working on his thesis and was required to do outreach as part of his own graduate work. That school year, Dr. J. P. Trasatti ( J.P.) came to my classroom to share his research with the students,” recalls Nichole Mantas, a biology teacher in New York, “then he and I designed a hands-on activity to simulate his research. He had been worked similar[ly] to a zipper in the blood-brain barrier,” Mantas notes.

“In recent years, J.P. has moved on from his graduate work, and our lessons have changed as well…For two years, J.P. came [to my classroom] and shared how tissue engineering works,” she relates. “It helped engage a group of students who might have just considered science a hobby.”

Forming Partnerships

Scientist in the Classroom, a program of the National Center for Science Education in Oakland, California (https://goo.gl/enR2gb), connects scientists with middle and high school teachers “because teachers feel more confident teaching potentially contentious issues” like climate change and evolution “with a scientist [there] to answer questions,” says program coordinator Claire Adrian-Tucci. Early career scientists, such as graduate students and postdocs, participate because they “tend to have more flexible schedules,” she points out.

After the program’s required two visits, some teachers continue their conversations with the scientists, often via Skype, Adrian-Tucci notes.

“Teachers need to plan ahead and communicate with scientists,” she advises. “Don’t set your goals too high; find a fun activity, and get everyone involved.”

The New York Academy of Sciences (NYAS) Scientist-in-Residence program (https://goo.gl/z12Q8C) matches scientists from all disciplines with public school teachers in New York City, Syracuse, and Utica. Scientists commit to 10 hours a month, January through May. “Teachers are becoming more comfortable with outside experts visiting. Scientists can seem intimidating, [but we’re finding they’re] more welcome than in years past,” says NYAS Director of Education Kristian Breton.

The program’s graduate students and postdocs “are interested in checking out possible teaching careers. [About] 10–15% of [these] scientists go into teaching,” he notes.

Schools chosen to participate “are [located] 35–40 minutes from where the scientist lives or works” to spare scientists a long commute, Breton explains.

In Vanderbilt University’s Scientist in the Classroom Partnership (SCP; https://goo.gl/kh1q23) Program, scientists work in classrooms in the Nashville, Tennessee, area “one full day per week all year,” says program director Jennifer Ufnar. Scientists have “run competitions (middle school), developed PBL [Problem-Based Learning] units, infused science across the curriculum, started science clubs, pushed science into other disciplines, infused inquiry-based science and PBL across the school, and co-taught curriculum they’ve developed with the teachers,” she reports.

In addition to taking teachers to meetings and conferences at universities, “fellows provide an extra set of hands, plus materials and kits. It takes a load off the teachers,” she asserts.

A Scientist’s Advice

Retired scientist and engineer Rick McMaster of Austin, Texas, regularly visits classes. The first teacher who invited him “provided all the details— schedule, location, asked what I needed, etc.—to minimize the effort on my part,” McMaster recalls.

Teachers should support visiting scientists with “logistics, materials (if needed), [and] classroom discipline. They should arrive early to meet the visitor,” he emphasizes.

Teachers should also “follow-up with feedback. Thank-you notes from the students go a long way. The local administration should also provide encouragement for a long-term relationship,” he stresses.

And be sure to invite students’ parents who are scientists, McMaster suggests, because some “continue to visit…even after their children are no longer there.”

This article originally appeared in the September 2017 issue of NSTA Reports, the member newspaper of the National Science Teachers Association. Each month, NSTA members receive NSTA Reports, featuring news on science education, the association, and more. Not a member? Learn how NSTA can help you become the best science teacher you can be.

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

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A Vanderbilt University Scientist in the Classroom Partnership fellow helps middle school students in the Nashville, Tennessee, area test their car design for speed.

 

Ed News: Teacher Shortages Affecting Every State As 2017-18 School Year Begins

By Kate Falk

Posted on 2017-09-01

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This week in education news, federal data shows that every state is dealing with shortages of teachers in key subject areas; the University of North Carolina in Charlotte has launched an on-campus high school for aspiring teachers; several districts and states have begun eliminating K-12 standardized tests; CA bill proposing creation of state-run STEM school draws strong support and opposition; millennials around the world are concerned about climate change; and more than 1 million students affected by Hurricane Harvey so far.

Teacher Shortages Affecting Every State As 2017-18 School Year Begins

The 2017-18 school year has started in many places across the country, and federal data shows that every state is dealing with shortages of teachers in key subject areas. Some are having trouble finding substitute teachers, too. The annual nationwide listing of areas with teacher shortages, compiled by the U.S. Education Department, shows many districts struggling to fill positions in subjects such as math, the traditional sciences, foreign language and special education, but also in reading and English language arts, history, art, music, elementary education, middle school education, career and technical education, health, and computer science. Click here to read the article featured in The Washington Post.

The Next Generation Of Teacher Prep?

The University of North Carolina in Charlotte has launched an on-campus high school for aspiring teachers. The Charlotte Teacher Early College High School opened its doors to 50 9th graders in the second week of August. Students will spend their first two years completing high school requirements, and in the remaining three years tackle general-education college requirements while training to lead classes of their own. By graduation, they will have earned up to 60 college credits that can be transferred to Cato College of Education where they can earn their teaching degrees. Click here to read the article featured in Education Week.

Science Classroom Excitement Is Infectious

Emotions can spread from person to person. Someone’s bad mood, for instance, can bring an entire crowd down. Interest in science can be catching, too, and in a good way, a new study shows. The more that students in a high school science class are into the material, the more likely an individual student will pursue a science, technology, engineering or math (STEM) career. Click here to read the article featured in Science News for Students.

States Begin Shedding Standardized Tests In K12

In just the last few months, several districts and states have eliminated tests and cut assessment time to make room for instruction and reduce stress. Concern with over-testing picked up steam around 2015, says Julie Rowland Woods, policy analyst at the Education Commission of the States. And since, a slow trickle of state policies have moved forward to mitigate it, she adds. Click here to read the article featured in District Administration.

Strong Support And Opposition To Proposed State STEM School

The California Department of Education directly runs only three schools, two for deaf children and one for the blind. Under a bill before the Legislature, it would add a fourth — specializing in math and science and serving low-income, ethnically diverse middle and high-school students in Los Angeles County. The legislation to create a state-authorized, independently managed STEM school has the support of heavyweights in high tech and higher ed. But Assembly Bill 1217 also has achieved what few bills do: unifying labor unions, school management organizations and the state Department of Finance in opposition. Click here to read the article featured in EdSource.

Millennials Around The World Are Scared Of The Same Problem — But US States Can’t Agree On How To Teach It

Millennials around the world are concerned about climate change, according to the World Economic Forum’s 2017 “Global Shapers Survey,” released Tuesday. Nearly half of the more than 31,000 survey participants, who were ages 18 to 35 in 186 countries, chose climate change as their top concern, and 78.1% said they would be willing to change their lifestyle to protect the environment. Click here to read the article by Business Insider.

There Is No Silver Bullet For Education Reform

Public educators find themselves in something of a Catch-22 situation these days. When we celebrate the great things that are going on in our schools, we are told that we are simply slaves to the status quo who don’t recognize the struggles that our system is facing. When we articulate the challenges that our schools face, there are those who are quick to jump on us for making excuses or to fault us for not abandoning our current system entirely. Click here to read the article featured in District Administration.

More Than 1 Million Students Affected By Hurricane Harvey So Far

More than a million students are now affected by the aftermath of Hurricane Harvey in some way, according to the Texas Education Agency, as the remnants of the storm shifted east and its devastating effects on the education community continue. In Texas, district officials with undamaged schools are scrambling to get students quickly enrolled and back into school to avoid lost learning time. Up to 220 districts have closed at some point due to the storm. Click here to read the article featured in Education Week.

How STEM Education Can Help End Poverty

STEM education is increasing in popularity–more schools are incorporating STEM into their curriculum and making it a key part of what they teach. STEM can help students learn to think logically, improve math test scores, and give students career training. But STEM education can also help bring an end to poverty. Click here to read the article featured in Education Week.

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

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Building the Science Department: Stories of Success

How can your science department become a site for developing science teachers’ professional learning? Building the Science Department answers that question through stories from teachers who walk the sometimes rocky path of reforming science teaching and learning. Written by the authors of Reimagining the Science Department, this resource features vignettes from teachers at different career stages.

How can your science department become a site for developing science teachers’ professional learning? Building the Science Department answers that question through stories from teachers who walk the sometimes rocky path of reforming science teaching and learning. Written by the authors of Reimagining the Science Department, this resource features vignettes from teachers at different career stages.

 

Early-in-the-school-year science experiences to support later explorations

By Peggy Ashbrook

Posted on 2017-08-31

When children and teachers are just getting used to being at school and with each other, open-ended experiences can help bring joy to what may be a stressful time. Simple science experiences involve open exploration and build foundations for later science inquiries into natural phenomena, such as, weather events or organism life cycles. Here are a few ideas to use early in fall or in the school year. Each one has a link to an earlier blog post with further exploration suggestions.

Children at a sensory table with waterPlaying with water is relaxing as long as there are systems in place to keep it safe and easy to clean up. Children will be exploring the properties of matter and concepts of buoyancy, capacity and absorption as they pour from one cup to another, play with objects that float or sink, and use towels to soak up spills. Plastic tubs of various sizes or sensory tables do not have to be filled to the brim to engage children! Vary the temperature to introduce the concept of relative measurement—ask children if they think the water is warmer or colder than yesterday.

Freeze water in large tubs and put the resulting ice in a tub on a table where children can feel the large block of ice and observe any changes. Provide magnifiers for close up observation of the ice.

Make a worm-digging spot in the play area where children can sit out-of-the-way but visible as they dig for worms in soil. Provide large soup spoons for digging because they are a better fit for small hands than most garden trowels. Discuss how deep they will have to go and what else might live in the soil.

Make a “home” for worms in a “worm box.” Ask children how they plan to care for the worms they want to keep and what they need to implement their plans. Provide drawing materials so children can make portraits of “their worm.”

Children holding leavesTake group “nature walks” around the play area, school building, or block to stretch your legs and have children point out plants and animals that interest them.  Make your walk a “sound walk” by stopping periodically so everyone can hold their hands up to their ears to listen and share what they hear. Alternatively hold a “sound moment” if an entire walk is too long for your children.

Using leaves gathered on your walk, put them on newspaper or a tray and have children paint one side of them. Then take a plain sheet of paper, put it on top of the painted leaf, and press it down onto the leaf to make a print. Life the paper off to reveal the print. Ask children to describe the leaf structures revealed by the print, if any.

Begin the “question of the day/week” practice to support children’s developing understanding of investigating a question. Post and discuss questions you have heard children ask that you think they might be able to answer, such as, “What is your favorite kind of animal,” or “How can I make a block structure that is stable and doesn’t fall over?”

As children engage in fun open-ended experiences they encounter interesting phenomena that raise questions. Use those questions to begin investigations that can develop into science inquiry.

When children and teachers are just getting used to being at school and with each other, open-ended experiences can help bring joy to what may be a stressful time. Simple science experiences involve open exploration and build foundations for later science inquiries into natural phenomena, such as, weather events or organism life cycles. Here are a few ideas to use early in fall or in the school year. Each one has a link to an earlier blog post with further exploration suggestions.

 

What Goes Into STEM Certification? STEM Orgs Weigh In

By Guest Blogger

Posted on 2017-08-31

What if you are an experienced science teacher but you have limited knowledge of engineering? Or you are an administrator looking for the most qualified person to fill a vacancy in your STEM lab? What if you are a preservice teacher and are interested in being certified in STEM? These are just a few of the many questions pondered by attendees of the 6th Annual STEM Forum & Expo hosted by NSTA (the National Science Teachers Association) this past July in Kissimmee, Florida. For those with similar questions and concerns, let this blog and future blogs by STEM leaders help answer your questions and quell some of your concerns.

Mayor Jose Alvarez proclaimed July 10–16 STEM Education Week in Kissimmee, Florida; thus, setting the stage for the 2017 STEM Forum and Expo. The nation’s top STEM organizations, along with their members, gathered to learn, network, and tackle issues dealing with STEM education locally, nationally, and globally. On the first night, attendees were able to hear about STEM certification from the leaders of the American Association of Chemistry Teachers (AACT), the American Association of Physics Teachers (AAPT), the American Society for Engineering Education (ASEE), the International Technology and Engineering Educators Association (ITEEA), the National Association of Biology Teachers (NABT), the National Council of Teachers of Mathematics (NCTM), and STEMx, managed by Battelle.

The panel weighed in on questions like

  • How specialized do we need to be as STEM educators?
  • STEM specialists are really in a leadership role…what would that look like across states?
  • What makes up a good STEM program?
  • Is high-quality mathematic and science education the same as high-quality STEM education?
  • How do we get the most qualified teacher to teach STEM classes?
  • Does STEM certification help break us out of the box?

While this panel was insightful and stimulating to everyone in attendance, it was only heard by our attendees. These questions are pondered daily by educators around our schools and around our country. STEM education is a vital component to workforces development and economic growth in the United States, and worldwide. In the coming months, the leaders from these leading STEM organizations will be posting blogs here with their responses to these questions along with their insight and expertise into STEM education. Please subscribe to the conferences category at http://nstacommunities.org/blog/subscribe/ to get updates as these blogs are posted. Join us as we bring these expert voices in STEM education together to ponder and wrestle with these issues. Consider adding your thoughts about STEM certification in the comments below. As we tackle this issue and others like it, the steering committee for the STEM Forum & Expo will be building the program for the 7th Annual STEM Forum & Expo, hosted by NSTA, to be held July 11–13, 2018, in Philadelphia, PA. It is my hope that you will join our online community along with attending next summer’s STEM Forum & Expo.

Jennifer Williams

Jennifer Williams, chair of the 2017 STEM Forum & Expo, hosted by NSTA, is in her nineteenth year of teaching STEM at the Isidore Newman School in New Orleans. As the Lower School Science department chair and STEM Coordinator, she provides leadership in the development of quality instruction within the Lower School STEM program for grades Pre-Kindergarten through 5th.

 


Future NSTA Conferences

2017 Area Conferences

2017 Discover the NGSS “Train the Trainer” Workshops

2017 NGSS Administrator Institute

2018 National Conference

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What if you are an experienced science teacher but you have limited knowledge of engineering? Or you are an administrator looking for the most qualified person to fill a vacancy in your STEM lab? What if you are a preservice teacher and are interested in being certified in STEM? These are just a few of the many questions pondered by attendees of the 6th Annual STEM Forum & Expo hosted by NSTA (the National Science Teachers Association) this past July in Kissimmee, Florida.

 

The Eclipse Brings Science to Students and Society

By Christine Royce

Posted on 2017-08-30

As the darkness of totality approached, the birds grew quiet, the crickets started to chirp, and the students started to cheer. At least where I was at Hallsville Middle School in Hallsville, MO during the Solar Eclipse 2017. I need to send a special shout out to Susan German who is the 8th grade teacher at Hallsville and a longtime friend and colleague. Back in the spring when I started to consider where I would go for the eclipse – she said, “Come to Missouri. You can stay with me and either go into town which would be Columbia, MO or come spend the day with my eighth graders.” The same offer was made to another friend Bev Devore Wedding and there was no doubt about it – the excitement for both seeing friends AND the eclipse is what was the conversation throughout the summer. The expectant excitement for the eclipse however was nothing compared to the actual excitement experienced by students and adults alike. While constantly surveying the crowd of students prior to totality to ensure eclipse glasses were being worn correctly, glancing upwards with my own glasses, and trying to take photos of shadow bands which never did appear in our location due to overcast conditions, it occurred to me for a single moment during totality – I had tears in my eyes. Apparently, I, my friends, and Susan’s students were not alone in this characterization.

Friend, colleague, and astronomer, Phil Plait who writes for the Slate and is also known for his writings titled “Bad Astronomy” states at the beginning of Episode 5 of the Crash Course in Astronomy that he has “friends who tell me that seeing a total solar eclipse is literally life-changing; the serene beauty and majestic clockwork motion of the cosmos unfolding above you is transformative, showing you viscerally the connection between you and other objects in the Universe.” This feeling seemed to permeate throughout the United States as August 21, 2017 grew closer and closer.

Excitement for the Eclipse

The last solar eclipse that appeared in the United States occurred on February 26, 1979 but that was only visible across part of the United States and a partial one at that. I was not yet a teenager at that point and do remember the eclipse but not the excitement that surrounded this one. The 2017 Eclipse is the first one in ninety-nine years to traverse the entire continental US from the Atlantic to the Pacific.

Since that point in time, science and technology has advanced, new questions have arisen, and the media had helped to promote the eclipse. From the scientific perspective, NASA was going to launch weather balloons to study the eclipse from 100,000 feet. They asked citizens across the country to participate in Citizen Science activities and submit data. And NASA sent two jets to track the eclipse along the path of totality and capture data about the corona by creating a time-lapse video. The eclipse even merited its own website to keep people apprised of information.

As the date drew closer, the issue seemed to be the last-minute science (well at least eclipse) convertees who now needed a way to view this safely – the issue how to obtain a pair of the elusive eclipse eyewear over the weekend. I was fortunate, Susan had been working towards this day since January. She had eclipse glasses, had arranged in some fundraising manner to provide glasses for the students at her school, and even was able to cover some additional groups for cost. In following the news outlets, it was evident that other schools across the country were just as excited. A quick search indicated that many schools across the country had arranged for eclipse glasses for their students so that they could experience this opportunity. Teachers became even more creative than normal in ensuring that their students had glasses. Canyon Springs STEM Academy in Anthem, Arizona had a teacher who was surprised when the price went up and managed to get the additional funds through a crowdfunding account. Twin Falls Idaho School District paid for glasses for their students since school was in session. These and many other districts were fortunate in the fact that they were able to obtain glasses that met the safety specifications for the eclipse. Other districts were not as fortunate when the glasses they purchased were either recalled or found to miss the safety standard. Still other districts made a decision that restricted teachers from taking students outside during the eclipse and required them to remain indoors for safety reasons.

Eclipse Day

Many schools such as Hallsville Middle School had activities planned for their students that engaged them in the science of the day. Fifth grade students had activities such as making sun tea and observations planned by Betsy Haag O’Day while eighth grade students were creating sundials to determine how the length of the shadow changes throughout the day to determining what types of materials protect the skin from UV rays to solar ovens to cook smores. Many districts were featured on local television stations discussing what they would be doing during the event. For example, Hillsborough County Public Schools in Florida had a featured spot on their local Fox channel and included activities on their website for parents who wanted to experience the eclipse with their children at home. David Evans, Executive Director for NSTA relayed his experiences in Glendo, Wyoming where the Glendo School opened its school location to people who were participating in the Sky and Telescope Eclipse Viewing Trip. A K-8 school with only sixty-two students and once science teacher shared their location with others from around the country. Other school districts which included Randall Johnson’s school in Nebraska also opened their doors to neighboring states and schools. They hosted students from Colorado.

In the end, those who had the opportunity to experience it will never forget it. Students will have learned more about the sun, earth, moon system; teachers will have used natural phenomena to teach; and citizens across the country will have come together for science. Google engaged people in a Citizen Science Project called the 2017 Eclipse Megamovie. While it’s not totally the same to see twilight hit and the shadow to fall before darkness encroaches for a mere couple of minutes, it is definitely a way to remember the day and event.

Note: Solar eclipse photos in this blog posting are used with permission from Robert Sparks. If you want to see more of his amazing astronomical photos, follow him on Twitter @halfastro

Thanks Susan German for the opportunity for totality and outstanding students.

Christine Anne Royce is NSTA’s President Elect and a professor of education at Shippensburg University, where she also serves as department chair. Email her at caroyce@aol.com or follow her on twitter @caroyce.


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

Future NSTA Conferences

2017 Area Conferences

2017 Discover the NGSS “Train the Trainer” Workshops

2017 NGSS Administrator Institute

2018 National Conference

Follow NSTA

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