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Providing and Sustaining Effective Professional
Development in ScienceOlga Maria Amaral and Yolanda Guerrero,
San Diego State University* * * * * * * * * * * * * * * * * * * * * * *
There are comprehensive professional development programs that are very successful in meeting the goals that are set forth by its architects. Sometimes, such efforts are difficult to sustain over time. This paper presents a model of professional development that has been sustained over a period of ten years and outlines the program’s various facets as well as some of the factors contributing to its success.
I. Introduction
The Valle Imperial Project in Science (VIPS) is a program of reform for science education that was initially supported by a National Science Foundation funded Local Systemic Change Initiative, it started in 1998. Information about aspects of this initiative has been disseminated via presentations at both the national and international levels. Often, educators ask about the specific steps that were taken to make the program successful. The following details the components and strategies used to formulate a systematic approach to reform, one which depends on a number of pillars of reform to be in place concurrently.
II. About the Imperial ValleyThe Imperial Valley is located in the southernmost region of California, a desert environment known for its agricultural production.It covers a large geographical area of 4, 175 miles (US Census Bureau, 2000) and is the poorest county in California. With unemployment rates fluctuating between 20 and 30%, the population is poor and a large percentage of children attending public schools live well below the poverty line and attend Title I schools. There are a total of 35,720 students in 17 districts in grades K-12. Demographics indicate that 84.8% of all students in Imperial County are Hispanic and a total of 46.5% are English learners, that is, they do not yet have proficiency in the English language commensurate with native English speakers to perform ordinary class work in English without benefit of instructional modifications.
III. Developing a Reform Plan
When it became apparent that science was not necessarily considered by many an important part of the curriculum at the elementary level, at least as compared to the emphasis placed on the instruction of literacy and mathematics, there arose a need to develop a plan to bring science once again to the fold. In some districts this has not yet happened and therefore it is important to examine what is different in the Imperial Valley to generate the kind of interest that ultimately resulted in a systematic reform system. That element was the vision of the superintendent from the El Centro Elementary School District, Michael Klentschy. He believed that the curriculum needs to include science and set about to make it an important part of the curriculum on many levels in grades K-8. It was through the combination of his leadership and the team work of all members of the partner institutions that ensued that made this reform effort successful.
Before embarking on a full scale reform effort, it was decided that a pilot project be started. For this pilot, three schools were selected from the El Centro Elementary School District. Implementing something on a level that is commensurate with available resources is likely to produce better results then when too much is attempted too quickly and without the appropriate support systems in place. Once examined and determined to be successful, then a scale-up effort to increase its implementation and duplicating services in additional settings will be easier. This process will also be enhanced by the lessons that have been learned during the pilot phase of the program. The pilot began in three schools and the reform has now spread to 34 schools. During this process, it is normal to expect a fluctuation in support during the scale up effort, the “growing pains”. It is important to maintain a focus on the goal that schools will eventually be expected to sustain their own programs and seek their own professional development as necessary.
IV. The LandscapeBefore a plan of reform could be designed, the regional needs needed to be identified. These included professional development for teachers in content and pedagogy, a quality science curriculum, sustained professional development, materials support, administrative and community support, and assessment and evaluation. It was fortuitous that these were the elements that were identified in Science for All Children (1996), a publication of the National Science Research Center (NSRC).
Once the need was established, then an action plan was developed. This action plan included an explicit vision and mission for reform. It identified the key players from all partner institutions, defined the role each would play, researched best practices in science education, and developed an action plan.
V. The Action Plan for Reform
The public relations aspect of a reform plan needs to be carefully considered. Often when a plan is devised and implemented, it starts with strong commitment by those directly involved in the project. Just as often, those in the periphery and the community at large may not be so vested or even aware of the reform efforts. This sometimes results in a lack of support when the plan calls for more direct support from them, especially when funding support is necessary to continue projects. For this reason, it is important to “sell” the project to clients and view this process more akin to a business venture that is expected to be in place for a long time. Brining constituents on board during the initial phase of the planning is essential to maximize buy-in. Receiving feedback on the plan and making modifications based on the reports of others shows a level of commitment to honor the client’s “voice”. Some of the most important stakeholders in this process are parents, teachers, administrators, business leaders and regional scientists.
VI. Implementing the Action PlanThe next step is the implementation of the action plan. For this, key staff needed to participate in specialized training. This would allow them to provide leadership required for the actualization of specific aspects of the project. Several institutions participated in this process. The Exploratorium in San Francisco provide valuable training in inquiry-based instruction. San Diego State University (SDSU) and the California Institute of Technology (CalTech) both provided professional development and leadership training. The LASER Academy Conferences also provided important guidance with leadership issues in science as well as specific strategies on engaging all students in science instruction.
The reform plan was to involve a total of 14 districts. It became essential to create and formalize an agreement among those districts forming a consortium for science education. Being inclusive and inviting all eligible districts was another important piece in the arena of public relations. The agreements were formal and documented the role of each entity, including the financial responsibilities of each.
Throughout all discussions with the school districts and stakeholders, the focus remained on maintaining a coordinated effort to provide consistent and systematic training to teachers with the purpose of improving student learning.
To assist the work team in keeping the focus on its main goals, an advisory committee was formed. I call this a “fluid advisory committee” because it can have members who participate for a little while and are then replaced by others, but always with some continuity of effort, one that systematically and consistently analyzes the process used during the reform and suggests improvements.
The leadership needed to listen carefully to the recommendations and critical remarks regarding practices. Moreover, it needed to make changes as needed to reflect what was being learned through the process. A project that does not evolve and change is probably one that is not being consistently evaluated. Change does not come easily to many people and adjustments can at times bring difficulty to those involved in making changes as well those who consider themselves “recipients” of the changes. These have to, therefore, be made diligently but with care for the way in which people react to such changes. Some examples of the need to make changes have included a perceived lack of interest in some aspect of the project, the need to make adjustments based on standards set forth by the state, and in response to analyses of student work and their achievement in science.
Making changes effectively can sometimes require that the leadership re-establish connections with key stakeholders, find support and develop new leadership, educate new key members and re-educate those who have been part of the process all along, informing them of the changes and the reasons requiring them. All of these will lead to building capacity for a larger group to have the capacity and will to maintain reforms.
VII. Five Key Elements for ReformThe five key elements for reform have proven to be essential in moving the agenda along. An important lesson learned in the Imperial Valley is that none of these elements will be very effective if implemented in isolation of each other. It is the combination of all five, when done concurrently that can result in improvements to student achievement.
- High Quality Curriculum: The selection of curriculum began with an analysis of the national standards that were published by National Research Council in 1996. The curriculum, was set for each grade, K-6 initially, and provided a balance between life, physical and earth science (click here for a list of the curricular units used). It was of particular interest to ensure that the curriculum was developmentally appropriate and research-based. Part of the criteria included the need to have lessons lead to an understanding by students of a “big idea” in science. For this reason, story lines that detailed each lesson within a unit and unified the larger theme of the unit, please visit the same website. Having the curriculum be one that lent itself to inquiry-based instruction was also an essential part of the criteria. The elements that the project identified for classroom instruction included opportunities for students to: 1) explore; 2) investigate; 3) inquire; 4) question; 5) test hypotheses; 6) collect data; and 7) analyze data.
- Sustained Professional Development for Teachers: Many of the teachers at the elementary level have little knowledge of science content because in order to receive a teaching license in California, they need to complete a Bachelor of Arts degree in Liberal Studies. The nature of the diversified curriculum in most liberal studies programs at the pre-service level provides limited coursework in subjects such as science. Typically, future elementary teachers take a total of 4 courses in the sciences for a total of about 12 to 14 units of credit (most courses are 3 to 4 units depending on whether they include laboratory work). Given the need to teach a variety of topics in science, from earth to life and physical science, this preparation is scant indeed. This means that most teachers need further enhancements in content knowledge. At the pre-service level, San Diego State University made adjustments in its science methods courses as well as some of its science content courses where the instructional methodology and materials are modeled for future teachers. In fact, the first director of the VIPS project was hired to teach the science methods course at the university.
The university also provided advanced training by offering a specialized Master of Arts degree in Curriculum and Instruction with an Emphasis on Science Education. The curriculum was especially designed to meet this need and the pedagogy mirrored that which was desired for the practicing teachers. Content, assessment strategies and field experiences were all reflective of the five elements identified as essential for the project.
The leadership team also provided professional development to practicing teachers. This included 1) initial and advanced training on use of science materials (use of science kits); 2) training on the use of inquiry-based instruction; 3) strategies for teaching science to English learners; 4) use of science notebooks; and 5) teacher leadership skills. These were carried out via summer institutes of a minimum of 40 hours each followed by follow-up sessions designed to assist teachers with the implementation strategies learned during the summer, creating Lesson Study teams (see chapter on Lesson Study elsewhere in this publication), materials support, and with in-classroom support from resource teachers.
- Materials Support: A materials center was established to house all science kits. A system of rotation was established so usage rates of kits could be maximized. This is an efficient way to reduce the need to purchase complete sets of materials for each classroom. It also requires that someone staff the materials center, to refurbish each kit before being delivered to the next teacher for each rotation, and for the distribution of the kits. Staff also need to continuously order supplies to keep the science kits completely refurbished. This includes keeping a list of enrollments and knowing exactly how many items need to be included in each science kit. The Memorandum of Understanding drawn up for the consortium provides information about the financial agreement to have each district pay a portion of the refurbishing costs as well as the maintenance of effort to keep these services working efficiently. This process of materials support is key in providing teachers with all they need to deliver lessons without worrying about missing some key ingredients and having hands-on experiences result in chaotic classroom environments.
- Administrative and Community Support: The project invites administrators to a breakfast session twice per year. During these sessions, administrators participate in an inquiry activity much in the same way children are engaged in their own grade levels. This is intended to demonstrate how classroom teachers proceed in their classrooms engaging students actively. This often helps administrators to understand why, at times, they may enter a classroom and see children working in groups, excited about the activities and, yes, sometimes making some noise.
Science volunteers are also brought together with the intent of bringing an awareness of how they can effectively work with young children. Sometimes, while they are very knowledgeable in their fields, they can be intimidated by the task of working with children. With a few pointers, they gain confidence and learn both about interacting with children and how to convey their knowledge at a level appropriate for various grade levels.
Periodicals and articles in local papers can also be very effective in promoting students working with science. The community responds to this type of publicity in a very positive way and will come to support such programming, should it ever be threatened again.
Science parent nights and science fairs can be another way to generate support in the community for science education and reform activities. All of the examples listed here serve to establish a systematic way to build awareness among all constituents.
- Assessment and Evaluation: Standardized assessments are now being mandated in many states in science education. Tracking progress of students with results from these instruments can help project staff to be guided on important aspects of activities intended to increase student achievement. For example, if the area of physical science appears to be the weakest area of achievement, then perhaps great attention to this area can result in changes in the curriculum to boost physical science content, greater professional development for teachers focusing on teaching physical science, and so on.
The use of authentic assessments can also assist teachers in gauging the success that their students are experiencing as they introduce each lesson. Activities where students can individually demonstrate competence can provide important information for teachers about how quickly to move through a topic or how much focus to give some areas for greater understanding.
The use of science notebooks can also be a good tool to determine level of understanding of both science content and processes that students have utilized during a lesson or unit.
VIII. Continued SuccessThe results from a preliminary study conducted in the El Centro Elementary School District utilizing (Amaral, et. al., 2002) indicated that there were positive and significant gains made by students participating in this program of reform. In reflecting on all aspects of the project which have contributed to the success of the program, two different areas emerged:1) professional elements required; and 2) personal connections. The professional elements included:
- Written agreements: making it very explicit as to the role each stakeholder will play.
- Role each key member plays: defining and being very clear on all responsibilities.
- Understanding what each member brings to the process: each person has its own strengths and these need to be acknowledged andvalued.
- Respectful of all players: creates a level of professionally.
- Build consensus: this is one way to keep the focus and have ownership from all for the process.
- Review needs: continuous need to analyze progress being made.
- Assess progress: continuous need to examine and evaluate progress being made.
The personal connections included:
- Human relationships: there’s a need to foster positive relationships.
- Establish good relationships between groups: facilitate positive energy among groups.
- Build rapport: need to determine what motivates people to want to be part of the team and encourage it.
- Maintain open communication and honesty: when something is troublesome, open communication lines and address issues immediately
- Share ideas: if someone has a new idea, share it with others so all can have an opportunity to weigh in on their thoughts about the idea.
- Be inclusive of people: try to involve as many people in the process as possible.
- Advocate for the entire process: be an advocate for children and for all aspects of the project that will enable children to succeed and increase their achievement in science.
Incorporating many of these elements will enable teachers to learn more about the instructional process for effective science education and result in increased student achievement.
Amaral, O.M. & Garrison, L. (2002).Helping English learners increase achievement through inquiry-based science instruction.Bilingual Research Journal, Volume 26, Number 2, Summer, 213-240.
California Department of Education
