If a man’s home is his castle, then a teacher’s castle is his classroom; however his kingdom can reach much farther. Just how far the kingdom reaches is up to the resilience of the teacher. Teachers can be influential in their classroom, grade level, schools, and districts if they are passionate about something and want to spread the word.
In my case, I am passionate about elementary science instruction. I am excited about what I teach and my students recognize that, and want to be a part of it. The most integral part of spreading the virus and excitement of science instruction is networking. Over the past four years, I have taken part in year-long science academies aimed at increasing the pedagogy and content knowledge of elementary and middle school science teachers. I have taken part in Physics, Chemistry, Earth Science, and this year will begin Environmental/Life Science. The workshops are one full week the first summer, monthly meetings, coaching visits, and a full week the second summer. The best thing I have taken out of those workshops is meeting and sharing ideas with other teachers in my school district and districts immediately adjacent to mine. I am in constant contact with many of them and I will email or call them frequently to solicit ideas or feedback on lessons or topics I am covering. The tools and information I have been able to get from those other science teachers has been invaluable.
Late last year I approached my administration about starting a Science PLC in our school, and they were very much in favor of it. The goal of the PLC is for all of the science teachers to meet once a month to discuss successes, concerns, current events, and needed resources for upcoming lessons. Over the summer, I created a Wikipage (http://sciencewise.wikispaces.com/) as a central resource for all grade levels to use, updating it anytime anyone finds new information they would like to share. So far the PLC has been successful in sharing many ideas and resources across grade levels 2 through 5. The full impact of the PLC will not be recognized for a few years until all of the students in the school have had an opportunity to reap the benefits. Hopefully through this PLC, there will be more of a sense of continuity throughout the school focused on delivering meaningful, inquiry based science instruction.
Also, I help our director of science for the county every summer inventorying and restocking the science kits for the elementary schools. This relationship has led to opportunities with workshops, conferences, award nominations, and recognition as a good science teacher. Future possibilities could put me in a position to oversee the elementary school science program in our county.
In order to insure quality science instruction, first start with your classroom, then your school, then network with other teachers in other schools, then work on discussing topics with the heads of instruction in the district. From small beginnings, great things grow. Many obstacles such as lack of interest, and especially money may present problems, but when armed with information from reliable sources and making a convincing argument could go a long way to turning heads.
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It is nice to read about an elementary teacher taking a lead to help stir up interest in the STEM curriculum at the lower grade levels. Your enthusiasm and commitment is commendable. Having the opportunity to work with your county director to ensure proper inventory and distribution of supplies to all schools is a way to make certain that every child gets a clear opportunity for STEM exposure. Good luck with introducing environmental/life science into your basket of goodies and may your new adventure with the PLC continue to grow by benefiting all students who come in contact with it over the years to come! Congratulations on driving your efforts that will propel science education forward.
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