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Instructional Challenge

When I first started working at the Belgrade School district, I started at the middle school teaching 7th grade life science. I noticed my students entered 7th grade life science with a huge range of science skills; some of the kids had little to no experiences with science, some of them knew everything there was to know about dinosaurs and others had built a cell cake! It was really hard for me to teach since some of my kids were bored to death and others were really struggling because they had so little previous experience. Once I moved to the high school, it was no longer an issue so I lost sight of the issue. In 2011, I was asked to be on a state team to review and evaluate the NGSS. I was so excited to see some standards with some teeth!! Montana adopted the new standards in 2013. Since that time, I have been involved in the MSP-Lead (Math Science Partnership) program as a mentor for teachers to implement NGSS and working in my own school to help my own department make the switch. Three years ago, I started working with our curriculum director on a team of elementary, middle and high school teachers regarding the implementation of the new standards. While on this committee, I learned from the elementary principal at that time there is little emphasis put on science in the elementary classroom. I also learned that there was a supply shortage for doing science due to budget constraints. At this point, I visited the three elementary schools in our district to offer my support for implementing the new science standards. At these meetings, teachers overwhelmingly told me they don’t have time to teach science because of the emphasis on math and ELA standards. In addition, they didn’t have the budget for supplies and some even told me they felt unsure of the content knowledge. Due to these factors, my challenge is to help elementary teachers implement the new state science standards into their existing curricula.

Why Important

The recent Coronavirus pandemic has illustrated the need for citizens to understand basic scientific principles and the nature of science. That understanding begins in the early years. Young children exhibit a curiosity about their natural world which should be fostered and enhanced. If students are exposed to science and its practices beginning in kindergarten and continue to progress throughout their school career, when they graduate, they will have the necessary basic knowledge allowing them to make informed scientific decisions as adults. Many adults in Montana have graduated from high school with only 2 years of science so it is imperative that they reach high school with a certain level of scientific understanding. As a high school science teacher, I expect my students to come to my class with a proficient level of understanding of the K-8 science standards. In order for that to happen, elementary teachers must be given the tools to teach their students science.

Right or wrong, assessment is a large part of education. When Montana adopted the new standards, they were also required to change the state test used to assess students’ understanding of those standards. I have been a part of the state team discussing the development and adoption of a new state assessment. Due to my involvement on this committee, I have been in close communication with our curriculum director regarding this new assessment. The new assessment will be given to students in fifth, eighth and eleventh grades. I have discussed with the curriculum director that more emphasis must be put on science and that if students are not taught science using the new standards, they will not have the skills necessary to perform well on this new assessment.

How will this promote diversity -

Since differences in budgets at our elementary schools exist, one of our schools has more equipment and materials than the other two. I'm not certain why this discrepancy exists, however there is a correlation between the socioeconomic level of the school and the resources available. Providing professional development to help elementary teachers at all three elementary schools integrate the new standards into their already existing curriculum using the resources they have, will provide ALL of our students a more equitable opportunity for success on the new assessment as well as giving them a better understanding of the nature of science. Below are links to GEMS data warehouse information regarding each elementary schools with which I will be working. The socioeconomic differences in our schools is illustrated in these links:

Saddle Peak Elementary

Heck/Quaw Elementary

Ridgeview Elementary

Will this change an existing program or implement a new one -

This program will implement a new practice of providing targeted professional development designed to help elementary teachers feel more confident in implementing the new science standards.

Why is this a viable solution -

Teachers have told me they don’t have time to teach science, that they don’t feel very confident in their scientific knowledge and don’t have the tools necessary to teach it. Teachers' direct input from the needs assessment is seen below. If I can show them how they can teach math and ELA standards using science it will help them find the time to dedicate to science as well as the math and ELA standards. If I can show them where to find resources and how to use them, it will provide them some of the tools necessary to teach science.

Competencies -

Focus on Overarching Competencies -

My focus on the overarching competencies of Adult Learning and Interpersonal Effectiveness is relevant to this project because I would like to do a better job of encouraging others to take action in a shared vision to benefit students. I also need to do a better job of learning to meet the needs of adult learners to enhance their professional growth.

Focus on Diversity -

My focus on the Explore and Challenge Inequity competency is relevant to this project because I need to explore differences among individuals in their setting and broader environment as well as address how culturally dominant practices create inequities for other cultural groups.

Focus on Instructional Pathway -

My focus on the coaching and mentoring competency is relevant to this project because I need to do a better job of providing professional development based on data analysis and instructional needs. I need to do a much better job of building a community of science teachers based on their needs.

With whom will I work -

I have two colleagues in my department who have previously taught similar classes to elementary science teachers. I have enlisted their help in this project. I have also reached out to the president of the MT Science Teachers Association who is an elementary teacher and a recipient of the Presidential Award for Excellence in Mathematics and Science Teaching.