Ryan Lash Rita Pierson is the kind of teacher you wish you had. Every kid needs a champion In this talk, Pierson shares the secret to teaching students, especially those from disadvantaged backgrounds — make personal connections with them. I am powerful and I am strong.
The fourth standard addresses the characteristics of quality professional development programs at all levels. Professional Development Standard A Professional development for teachers of science requires learning essential science content through the perspectives and methods of inquiry.
Science learning experiences for teachers must Involve teachers in actively investigating phenomena that can be studied scientifically, interpreting results, and making sense of findings consistent with currently accepted scientific understanding.
Address issues, events, problems, or topics significant in science and of interest to participants. Introduce teachers to scientific literature, media, and technological resources that expand their science knowledge and their ability to access further knowledge.
Build on the teacher's current science understanding, ability, and attitudes. Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry. Encourage and support teachers in efforts to collaborate.
Knowledge and Understanding of Science One of My idea of a professional teacher most serious questions in science education is what science a teacher needs to know. What does it mean to know a lot or a little, have a sound foundation, and have in-depth understanding?
The criteria of credit hours that states, professional organizations, and higher education institutions use to prescribe content requirements are inadequate indicators of what is learned in a course. Therefore, the following discussion focuses on the nature of the opportunities to learn science needed by teachers, rather than on credit hours.
It is assumed that teachers of science will continue to learn science throughout their careers. Understand the fundamental facts and concepts in major science disciplines.
Be able to make conceptual connections within and across science disciplines, as well as to mathematics, technology, and other school subjects. Use scientific understanding and ability when dealing with personal and societal issues.
Beyond the firm foundation provided by the content standards in Chapter 6how much more science a teacher needs to know for a given level of schooling is an issue of breadth versus depth to be debated and decided locally while respecting the intent of the Standards.
Breadth implies a focus on the basic ideas of science and is central to teaching science at all grade levels.
Depth refers to knowing and understanding not only the basic ideas within a science discipline, but also some of the supporting experimental and theoretical knowledge. National Science Education Standards. The National Academies Press. The depth of understanding of science content required varies according to the grade level of teaching responsibility.
Teachers of grades K-4 usually are generalists who teach most, if not all, school subjects. A primary task for these teachers is to lay the experiential, conceptual, and attitudinal foundation for future learning in science by guiding students through a range of inquiry activities.
To achieve this, elementary teachers of science need to have the opportunity to develop a broad knowledge of science content in addition to some in-depth experiences in at least one science subject.
Such in-depth experiences will allow teachers to develop an understanding of inquiry and the structure and production Prospective and practicing teachers must take science courses in which they learn science through inquiry, having the same opportunities as their students will have to develop understanding.
That knowledge prepares teachers to guide student inquiries, appraise current student understanding, and further students' understanding of scientific ideas. Although thorough science knowledge in many areas would enhance the work of an elementary teacher, it is more realistic to expect a generalist's knowledge.
Science curricula are organized in many different ways in the middle grades. Science experiences go into greater depth, are more quantitative, require more sophisticated reasoning skills, and use more sophisticated apparatus and technology.
These requirements of the science courses change the character of the conceptual background required of middle level teachers of science. While maintaining a breadth of science knowledge, they need to develop greater depth of understanding than their colleagues teaching grades K An intensive, thorough study of at least one scientific discipline will help them meet the demands of their teaching and gain appreciation for how scientific knowledge is produced and how disciplines are structured.
At the secondary level, effective teachers of science possess broad knowledge of all disciplines and a deep understanding of the scientific disciplines they teach. This implies being familiar enough with a science discipline to take part in research activities within that discipline.
Teachers must possess the skills necessary to guide inquiries based on students' questions. An important test of the appropriate level of understanding for all teachers of science at all levels is the teacher's ability to determine what students understand about science and to use this data to formulate activities that aid the development of sound scientific ideas by their students.
Learning Science Prospective and practicing teachers of science acquire much of their formal science knowledge through coursework in colleges and universities. For all teachers, undergraduate science courses are a major factor in defining what science content is learned.
Those courses also provide models for how science should be taught. Because of the crucial role of such courses, reform in the content and teaching of undergraduate science is imperative.
The courses for practicing teachers—those taught at universities as part of graduate programs as well as those typically included in school-based, inservice programs—also require redesign. If that image is to reflect the nature of science as presented in these standards, prospective and practicing teachers must take science courses in which they learn science through inquiry, having the same opportunities as their students will have to develop understanding.
College science faculty therefore must design courses that are heavily based on investigations, where current and future teachers have direct contact with phenomena, gather and interpret data using appropriate technology, and are involved in groups working on real, open-ended problems.The teacher gift was not my idea, it was my kids idea when they saw something and thought..”oh my teacher has one on her desk she must love it and would most definitely love 2″.
So I agree or cups, candles, boxes of chocolates etc, know that gift from the child is usually the one that selected your gift straight from the heart. The quality of teaching has a big impact on the achievement of students’ from poorer backgrounds, and effective questioning and assessment are at the heart of great teaching.
Survey staff needs: My staff are asked to fill out a training needs analysis form at least once a year and have plenty of opportunities to suggest continuing professional development (CPD.
Sample Professional Teaching Portfolios Since the creation of a professional teaching portfolio was the major assignment for students during this full-term, integrated, field-based semester, a few examples of portfolios created by students in the project are provided here.
Teacher Professional and Career Development Effective organizations place a premium on talent when selecting, developing, and advancing their workforce.
States and school districts tend to approach teachers from a one-size-fits-all perspective that inhibits efficient and productive workforce management. Each teacher creates an individualized professional development plan based on the age of students in his or her classroom, the subject taught or any specialized knowledge he or she desires to learn, such as instruction techniques for special education students.