|
Items in cart [0] |
Questions? Call 888-624-8373 |
| Copyright © 2009. National Academy of Sciences. All rights reserved. Terms of Use and Privacy Statement |
Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole.
Intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text on the opening pages of each chapter.
Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.
Do not use for reproduction, copying, pasting, or reading; exclusively for search engines.
OCR for page 138
Montgomery County, Maryland
A Large Suburban School District Works to Build a
Cadre of Effective Elementary Science Teachers
Culturally and economically diverse, Montgomery County Public Schools is
the nation's 11th largess school district. Extending from the borders of
Washington, D. C., to farmlands near Frederick, Maryland, the school dis-
tr~ct serves 63,000 elementary students in 127 schools and has about
2, 600 elementary teachers responsible for teaching science. The children
come from upper-middle-class neighborhoods as well as middle- and lower-
income areas. The overall minority enrollment is approximately 43 percent,
and studentsfrom more than 60 foreign countries are [earning English as
a second language.
The push for science education reform in Montgomery County began in
the 1980s, when a group of community leaders expressed concern about the
elementary science program. Since that time, the county has mace great strides
in its reform effort. The district has addressed curriculum selection, profes-
sional development, materials support, and assessment. An inquiry-centered
science curriculum is in place, and the county has developed a cadre of 68
lead teachers. In addition, teachers from 90 schools have been involved in
professional development activities. The program has a permanent materials
support center. Finally, performance-based assessments and scoring rubrics
have been created for each learning module in the science curriculum.
What happens when school ad-
ministrators offer teachers state-of-the-art science materials and in-
tensive training, as well as the guarantee that they will never have
to go to the store again to buy cups, paper towels, or any other sup-
plies for their science lessons?
138
OCR for page 139
Montgomery
County,
Maryland
In Montgomery County Public Schools, the result has been a
powerful partnership between teachers and administrators that
has created an exemplary inquiry-centered science program.
'me made teachers an offer they couldn't refuse," explains
William McDonald, coordinator of elementary science. 'We told
them that not only would we give them the best curriculum mate-
rials available nationwide, but we also would make a commitment
to provide intensive training in each module. As a result, they have
been receptive and enthusiastic."
Indeed, professional development lies at the core of Mont-
gomery County's science program. Everyone involved believes
that the program must be ([riven by teachers and that only
through ongoing support will teachers become expert and able to
assume leadership roles among their peers. This conviction has
underscored the program since its inception.
The Foundation for Reform
Montgomery Count,v began its reform effort in 1988, when the su-
perintendent of schools convened a task force to assess the county's
K-12 science program. Under the guidance of Gerard Consuegra,
then coordinator of elementary science, staff began reviewing ant!
fielci-testing new curriculum materials. By 1990, staff had selected
one module per grade level to place in every elementary classroom.
In 1991, the program received a boost in the form of a
Teacher Enhancement Grant from the National Science Founcla-
tion (NSF). The grant enabled the county to set up an intensive
professional development program while the school system made
the commitment to purchase the kits needled to implement the
new program. Also in 1991, Montgomery County sent a team to
the National Science Resources Center Elementary Science Leaci-
ership Institute, where team members had time to plan and learn
about the new curriculum modules that were available.
Team members put the information they had gained at the
Leadership Institute to use almost immediately. They returned
home and helcl their own two-week summer institute in inquiry-cen-
tered pedagogy for a cadre of 40 lead teachers as the first phase of
their professional development program. This initial training was
bolstered by monthly meetings held throughout the school year.
139
OCR for page 140
Inquiry-Centered
Science
in Practice
Working with science educators en c! scientists from the com-
muni~cy, the lead teachers attended sessions on recent research in
science education and learner! about examples of science curricu-
la in the well-established school districts of Mesa, Arizona; Anchor-
age, Alaska; and Schaumburg, Illinois. Leacl teachers also explorer!
such topics as the nature of science, learning theory, the construc-
tivist approach to learning, cognitive development, integrating
math and language arts into science, and cooperative learning.
Training emphasized acceptance of a wide variety of learning styles
and the importance of solving problems within the rigor of scien-
tif~c methodology. The institute also focused on the necessity of
bringing science to everyone, including children from groups typi-
cally underrepresented in the science professions-females and
minorities.
Then teachers were acquainted with curriculum modules
from several national curriculum projects, as well as trade books to
be used in conjunction with the kits. The goal was for the lead
teachers to field-test these modules in their classrooms during the
1991-92 school year.
The following school year, an additional 28 lead teachers
were aclded to the project. All 68 lead teachers spent hours poring
over curriculum materials, f~eld-testing modules, and considering
whether the materials reflected the new pedagogy and included
examples of authentic assessments. Each month during the school
year, they met to discuss what was happening in their classrooms.
From this process, the lead teachers selected curriculum modules
from a range of national curriculum programs, including Science
and Technology for Children (STC), Insights, Creative Publica-
tions, and the Full Option Science System. Choosing teaching ma-
terials from an eclectic assortment of curricula has worked well in
Montgomery County.
Assessment is also a key ingredient of the county's program.
Teachers are working to develop assessment strategies to measure
not just what students know, but also what they can do in science.
Teachers are learning how to assess student attainment of science
process skills through performance-based assessments, many of
which are embedded in the modules themselves. In addition, final
performance-based assessments and scoring rubrics have been
140
OCR for page 141
Montgomery
County,
Maryland
created for each module. These assessment strategies help prepare
teachers and students for the Maryland State Performance Pro-
gram assessments, which are given at the end of grades 3 and 5.
Implementing an Ambitious
Professional Development Plan
By 1993, the lead teachers and NSF project staff were prepared to
begin their ambitious training effort. Their goal was for the lead
teachers to train 2SO teachers from IS schools in 1993 and 560 teach-
ers from 31 schools in 1994. The plan is to train all Montgomery
County elementary science teachers by the 1997-98 school year.
Working in conjunction with Thomas DuMars, NSF project
specialist for the county, the lead teachers conduct a week-long
summer institute similar to the one they attencled. During the in-
stitute, teachers receive an initial overview of the new modules;
then they break into small groups by grade level, where they have
an opportunity to work closely with their peers and with the expe-
rienced lead teachers.
"The teachers benefit from the camaraderie of the other teach-
ers," says Wanda Coates, a thircl-grade lead teacher. 'NVhen they go
back to the classroom, they experience a high level of success."
But the training doesn't stop after the summer institute.
Teachers receive three units throughout the year in ~ 2-week cycles.
Before receiving any materials to support the module, all partici-
pating teachers are released from class for a half clay of training in
the new module. Halfway through the teaching cycle, teachers also
attend an after-school support meeting. The purpose of these
meetings, Coates explains, is for teachers to go beyond the initial
training anti discuss ways to extend the experiences, as well as to
discuss any problems teachers may be experiencing.
"Even teachers who are reluctant to teach science are able to
follow the directions and complete the lessons," says Celeste King,
a fifth-grade lead teacher. "As a result, teachers who never taught
science are now doing it."
The literature on professional development makes a strong
case for ongoing discussions among peers. What makes this possi-
ble in Montgomery County is the high degree of administrative
support for the efforts. Participating schools release teachers so
141
OCR for page 142
Fizz
Inquiry-Centered
Science
in Practice
that they can attend these meetings. In addition, teachers can now
receive science content credit for attending the summer institutes.
These benefits provide added incentives for teachers new to in-
quiry-centered science to attend the meetings en cl institutes.
Teachers aren't the only group that needs administrative sup-
port to make a contribution to inquiry-centered science. Princi-
pals also need to be informed about the new teaching strategies.
"Principals were telling me that they also neecled opportunities to
get together and talk," says McDonald. 'We decided to include
them more."
So, starting with the summer institute held in 1995, the coun-
t,v offered its first science training for principals. During the insti-
tute and four follow-up meetings held during the 1995-96 school
year, principals were given much-nee(led information about the
new pedagogy en cl the science modules. The result has been more
knowledgeable principals who are better equipped to observe
teachers engaged in inquiry-centered science en c! to offer con-
structive advice and criticism.
Bringing Scientists on Board
Recently, the project has acldecl a new dimension to training-sci-
entists. Through a partnership with the American Physical Society,
Montgomery County is working with 45 scientists who have been
trained to work with elementary school teachers. After attending a
day-Ion" workshop where scientists are alertecI to the issues facing
elementary school teachers, the kinds of curriculum materials
they are using, and the role they can play in training, scientists vol-
unteer their time by participating in workshops designed to intro-
duce teachers to inquiry-centered modules. In that setting, scien-
tists join teachers as learners, moclel inquiry, and validate science
as an interesting way to explore the world.
"Science is inquiry," says Ramon Lopez, the (Erector of edu-
cation and outreach programs for the American Physical Society
anti the creator of the program. "Give scientists materials and they
are off asking questions en cl experimenting. We try to instill the
same spirit into the teachers."
In addition to serving as a model for the pedagogy behind in-
quiry-centered science, scientists can answer teachers' questions
142
OCR for page 143
Montgomery
County,
Maryland
about content. Lopez recalls a moment during the meeting on the
STC module Electric Circuits when several of the teachers were puz-
zled by a phenomenon they tract noticed while making a moclel of
a light bulb using nichrome wire. The teachers hacl observed that
if the nichrome wire was too Tong, the bulb clid not glow. They
wondered why.
"That's a great question for physicists," says Lopez, "and they
provided a good, simple explanation. The teachers then respond-
ed by discussing how they could use the information to extend the
activity. It was a perfect example of professionals interacting and
providing expertise from their respective areas."
Establishing a Science Materials Support Center
As part of Montgomery County's commitment to teachers, pro-
gram leaders establishecl a science materials support center within
the first two years of the program. As in many school districts
around the country, it was a challenge to find a space large enough
for such a facility. The materials center has already been housed in
three different spots. Now, however, it has found a permanent
home in an unused elementary school builcling in the western part
of the county. DuMars runs the materials center.
"There's a Tot to do," DuMars says. "The logistics of picking
up kits and delivering them requires planning, not to mention
constructing kits and replenishing those that come back from the
teachers."
One of DuMars's biggest discoveries is the importance of bicI-
ding to get the best deals. "The big wholesale suppliers will help
you keep your prices down," he says. "And it is far cheaper to con-
struct your own kits than to buy the materials from the publishers."
By cheap, DuMars means about $3 per chilcI for refurbishing for a
whole year. And buying consumables, such as different kinds of liq-
uids, in bulk is another way to save money on some of the more ex
· .
pensive Items.
To help pack, ship, and refurbish approximately 3,10-0 kits
three times a year, DuMars depends on four full-time employees
for assistance. Currently, there are enough kits available for 150
teachers to teach a module simultaneously.
Does the system work perfectly? No. Are there problems? Of
143
OCR for page 144
Inquiry-Centered
Science
in Practice
course. But on the whole, teachers get the supplies when they
need them so that they can teach science on time.
"Teachers need to be educated, too," says DuMars. "Our
teachers have a tendency to hoIct on to the kits, which jams up the
system. When the 12 weeks are up, we neec! to have the kits back."
The project also realizer! that the support of secretaries and
building service workers is critical in getting the kits in and out of
schools on time. To help enlist this support, DuMars implementecl
training for these in(lividuals (luring the summer institute anti
maintains direct contact with them throughout the year.
Plans Forsythe Future
In less than a decade, Montgomery County has evolved from a clis-
trict depending largely on textbooks to one using materials as a
springboard for inquiry-centered learning. Although the district
has come a long way, much work remains to be clone. Even with an
intensive professional development program in place, many teach-
ers have yet to be introduce to the science modules. And those
using the modules would like to reach the point where they can
tailor the science module to the interests of their class.
Montgomery County is also working to take greater a~lvan-
tage of computer technology to enhance student learning in sci-
ence. For example, the county is working toward creating a dis-
trictwicle telecommunications network, which will enable students
to transmit collected data and conclusions to their peers at other
schools. Some schools in the county already have this capacity. Stu-
dents are also using graphing software in their investigations and
experimenting with specially clesigned cameras, which offer inno-
vative ways for students to communicate what they have Earned
and to create student portfolios.
To continue to grow professionally so that they can use innova-
tive curricula and technology effectively, many teachers wouIcI like ad-
clitional training. '1he training r have received is sufficient, but it is
not enough," says King. "I would like to have a stronger science back-
ground so I can answer my students' questions more completely."
'dine would all welcome additional training," says McDonald.
"Our goal is to raise all our teachers to the next level."
144
OCR for page 145
Montgomery
County,
Maryland
Teachers need support and extensive professional development to
be prepared to teach inquiry-centered science effectively.
Operating an efficient science materials support center is difficult.
Teachers must assist materials support center staff by returning
their kits on time.
Involvement of principals and building staff is critical to the success
of the program.
145
Representative terms from entire chapter:
lead teachers
