Major Issues in Science Education—2005 Michael Padilla President, National Science Teachers Association 2005-06

Major Issues in Science Major Issues in Science Education—2005 Education—2005

Michael PadillaMichael PadillaPresident, National Science Teachers President, National Science Teachers

AssociationAssociation2005-062005-06

Issue:Issue:

International EducationInternational Education and and

Education of InternationalsEducation of Internationals

IssueIssue: International Education : International Education and Education of Internationalsand Education of Internationals

International education—It’s a small world after all…• International comparisons—PISA, TIMSS—spark

competition and cooperation.• Many of the world’s challenges are scientific, and

demand understanding of cultures and values.• A scientifically literate global society is essential

for progress. • Science teachers will be essential to future

success—in the US and worldwide.


Immigration brings cultural and language challenges to the U.S..

• U.S. Hispanic population expected to be 50 M by 2007 and 103 M by 2050.

• Traditional Black/White states like Georgia and North Carolina lead in % growth of Hispanics.

• U.S. Hispanic purchasing power ranks 10th among world economies.

• Hispanics only one of many immigrant groups in the U.S.


NSTA response

• NSTA develops International e-Membership.

• International Task Force convened—report due August 2005.

• Recommendation—Move ahead cautiously but with deliberate speed to internationalize NSTA presence.

Promising International ActivitiesPromising International Activities

• Provide a focus for developing/sharing science related ESL strategies.

• Develop an NSTA “study abroad” program.• Create more opportunities for students to

experience international engagement (like GLOBE).

• Collaborate with other science education organizations to promote science teaching. (England, Japan, Mexico and others)

Promising International ActivitiesPromising International Activities

• Develop an international component for NSTA publications and NSTA web site.

• Host international conferences--The IRA connection.

• Export PD/Leadership courses internationally.

• Seek out grant funds to support PD internationally--USAID.

Issue:Issue:

Professional Professional DevelopmentDevelopment

IssueIssue: Professional Development: Professional Development

• Students with effective teachers show greater gains:

– Average standard growth for 1 year in (Boston, 1998)

• Reading—14.6 for effective teachers, -.6 for ineffective teachers.

• Mathematics—5.6 for effective teachers, .3 for ineffective teachers.

• Students with 3 consecutive years of effective teachers show student achievement 54% higher than students with 3 consecutive ineffective teachers (Dallas, 1997)


• The quality of teachers makes a difference:– Teacher experience—the more the better.– Teacher preparation and advanced degrees.– Teacher knowledge—i.e., coursework in

science and pedagogy contributes to positive education outcomes.

J. Rice King “Teacher Quality: Understanding the effectiveness of teacher attributes.” 2003


Features of high quality professional development

• Reform type—innovative forms preferred to traditional workshops• Duration—amount and span of time• Collective participation—groups participate from the same school,

department, etc• Content focus—activity focused on improving teachers’ content

knowledge• Active learning—opportunities for teachers to become actively engaged• Coherence—encourages continued professional communication and

incorporates experiences consistent with teachers’ goals


• NSTA Professional Development Institutes at national and regional conferences.– Pre-conference information gathering.– Full day pre-conference session.– Additional best practice sessions throughout conference.– Sample topics:

• Inquiring into inquiry (BSCS).• The role of literacy (EDC).• Understanding student learning (Lawrence Hall of Science).

• Conferences on special topics– Science and literacy sponsored.– Assessment conference in Chicago and Anaheim.

• Science program reviews for program improvement.• Science Objects—online content PD in digestible bites.

See www.nsta.org

Issue:Issue:

Elementary Science Elementary Science EducationEducation

IssueIssue: Elementary Science : Elementary Science EducationEducation

• NSTA recommendation– A minimum of 2.5 hrs/week

• Status of Elementary School Science (Horizon, 2002):– 25 minutes/day dedicated to teaching science.– 2.1 hrs/week (1.75 hrs in K-2; 2.5 hrs in 3-5).

• NCES Schools and Staffing Survey, 99-00:– 2.7 hrs/week

IssueIssue: Elementary Science : Elementary Science EducationEducation

• NCLB testing requirements place significant pressure on schools re: reading and mathematics.

• Science is not considered essential.• This may change when science testing

begins in 2007. Requirement are:– Annual assessment for grades 3-5, 6-9, 10-12.– States must set AYP targets.– All children must meet proficiency by 2013-14.

Issue:Issue:

Retention of New Science Retention of New Science TeachersTeachers

IssueIssue: Retention of New : Retention of New Science TeachersScience Teachers

Schools and Staffing Survey (SASS) and Teacher Follow-up Survey (TSF)

Cited in Ingersoll, 2000

Percent Employee Turnover

1112

14.316

02468

1012141618

All Employees RegisteredNurses

All Teachers Math/ScienceTeachers

Per

cen

t

IssueIssue: Retention of New Science : Retention of New Science TeachersTeachers

Schools and Staffing Survey (SASS) and Teacher Follow-up Survey (TSF)Cited in Ingersoll, 2000

After 1 yearPercentage of Teachers Leaving by Years of

Experience

11

21

2933

39

0

10

20

30

40

50

After 1 yr. After 2 yrs. After 3 yrs. After 4 yrs. After 5 yrs.

Per

cen

t


• Almost any induction assistance is helpful in stemming turnover.

• More effective programs go beyond day-to-day survival.– Focus on subject specific issues (also Wiggins)– Develop basic professional skills (e.g., planning, assessment,

communicating with parents)– Extend over a period of time– View teacher development as a lifelong activity– Assure reasonable teaching assignments for new teachers– Utilize a wide range of support activities (e.g., whole school

support, professional learning communities, matching mentors and new teachers)

Britton et al, 2000


• New teachers who do not participate in induction programs are twice as likely to leave.

• 19 states mandate induction programs for all beginning teachers.

• Only 10 states fund all or part of program.• Many states require but severely under-fund

induction (Georgia).• Only a few states include a subject specific

focus (Connecticut and California).• Many international models for induction exist

(Japan, Switzerland, New Zealand and others).

Britton et al, 2000


• NSTA Student Chapters provide 1 year membership free of charge.

• Sessions and meetings at conventions:– Pre-service and new teacher breakfast.– Student chapter pizza party.– Student chapter poster session.– Various networking opportunities.

See www.nsta.org

Issue:Issue:

Science AssessmentScience Assessment

IssueIssue: Science Assessment: Science Assessment

• Many state tests are of low quality when compared to NAEP and TIMSS.

• Much of state test development is done by private sector contractors.

• The process of alignment of standards and assessments is complex.

• Assessment of inquiry and problem solving are difficult and not well understood.

• Classroom teachers must become knowledgeable about assessment and the use of results.

Issue:Issue:

EvolutionEvolution

Documents

Major Issues in Science Education—2005 Michael Padilla President, National Science Teachers Association 2005-06