Design

Action plan -

In order to determine if this was a viable project, I interviewed several stakeholders. The first was our curriculum director. I wanted to to get a better idea of what his thoughts on science education at the elementary level are. It gave me insight into what an elementary teacher’s daily schedule looked like as well as some of the differences in our three elementary schools (Evidence A). I then interviewed two elementary teachers whom I already had a relationship with. I asked them if I were to teach an elementary science session, would they be interested (Evidence B). They both said they would be very interested. It was an extremely informative meeting for me as I just asked a few questions and then just listened to their concerns. I was able to gain a better understanding of what issues the elementary teachers face regarding science instruction. These meetings support my interpersonal effectiveness competency by helping build empathy for the issues elementary teachers face. It also helped to build a relationship of trust. After meeting with them, I requested, via email, a meeting with all three elementary principals. I was scheduled to meet with all of them, but only one was able to make it to our meeting. This meeting was also very informative. I learned that science teachers are using a text from 2000 and need access to grade level appropriate materials. He said his teachers often tell him they need help learning how to use the resources they have and need experience with lessons aligned to specific standards. More than anything though, this meeting gave me information on the differences in the cultural and socioeconomic levels of our three elementary schools. As can be seen in the notes I took from during this meeting, one of our schools has a high parent involvement, one of them lost their Title funding because of a higher tax base and one school has a very low socioeconomic base. I knew it existed, but wasn’t aware how different it was (Evidence C). This meeting helped me to apply knowledge of cultural differences among individuals in their environment to plan practices to address inequities. After this meeting, I met with my two colleagues in the high school who have previously taught an NGSS integration class to the elementary teachers. I asked them what their experiences had been and for their advice and help in this project. I also reached out to a colleague I have worked with on the Montana Science Teachers Association board. She is an award winning elementary teacher who loves teaching science and helping other elementary teachers teach science. These discussions allowed me to identify and involve specific colleagues to utilize their expertise. Using the information I gained through all of these meetings, I developed a survey for the elementary teachers to take which would inform my design of the professional development I will provide. Providing this formal mentoring based on the needs assessment will address the coaching and mentoring competency.

Address the needs of diverse stakeholders -

I need to listen to my stakeholders. My needs assessment informed me of what they need, but as I move through the process and actually implement the plan, it will be important to really listen to their issues and concerns and be a facilitator and support for them and not tell them what they need to do. If everyone is able to be heard, and their issues and opinions are given value, my hope is that they will see me as a resource and not just someone telling them what to do.

Collaboration -

I will continue to collaborate with my two colleagues who have agreed to help me with this project. They are our chemistry and physics teachers and will be present to help elementary teachers with the physical and earth science standards and content (Evidence E). I will also continue to collaborate with the MSTA president, Judy Boyle, an elementary teacher who has integrated the new science standards with much success (Evidence D). Before the PD, I will send out a new survey to gather more targeted data to inform my planning of the PD as well as give elementary teachers who plan to attend the opportunity to ask specific questions before the actual class.

How to address obstacles -

I fully expect obstacles to come up. When they do, I intend to address them with thoughtfulness and by communicating clearly with those involved. The major obstacle to be addressed is that school was closed due to COVID-19 so I was not able to implement my plan. This means I will be providing professional development to elementary teachers during our district’s Teacher Learner Week happening in August 2020 (Evidence F). Another obstacle presented in the needs assessment is a 1st grade teacher said they are “learning to read, not reading to learn”, therefore I need to show them how to integrate science into the math and ELA standards (Evidence G). It was also brought to my attention through the needs assessment that many of the teachers don’t have the necessary materials or resources. I will address that by providing ready to use lessons including materials I will purchase as well as showing them where they can find more lessons aligned to the standards. As the high school science department chair, I have discussed with my department loaning or funding materials for the elementary schools who don't have the necessary materials or budget to purchase those materials. My department has agreed that this is an important cause and are willing to support it.

How will you know if your plan was successful -

I will know the plan is successful by hosting the professional development workshop I have described. I plan to produce a survey and will ask participants to provide feedback after the workshop. I will continue to communicate with the elementary teachers regarding their needs and their level of success in implementing the lessons with their students.