Scientists

1
Scientists Role and Responsibility in Teacher
Professional Development

• Mark Moldwin
• Earth and Space Sciences and Institute of
  Geophysics and Planetary Physics

2
Why Participate in Teacher Professional
Development?

• Well trained AND educated teachers have positive
  impact on student learning.
• Science Content/Skills/Experience often lacking
  in pre-service science education programs.
• In Service Professional Development often
  disconnected from discipline.
• NAS Report Educating Teachers 2001

3
Connection to Research Funding

• NASA requires 1-2 of all new mission budgets be
  devoted to education and public outreach.
• NSF Criterion 2 What are the broader impacts of
  the proposed activity? Three of the five
  sub-questions
• How well does the activity advance discovery
  and understanding while promoting teaching,
  training and learning?
• How well does the proposed activity broaden the
  participation of underrepresented groups?
• Will the results be disseminated broadly to
  enhance scientific and technological
  understanding?

4
No Really - Why Get Involved?

• , Tenure, prestige???

• Helps focus your own teaching.
• Helps your students see the big picture.
• Brings role model and mentor into Lab.
• Raises awareness of teaching/education
  methodologies, literature.
• Expands your professional community for ideas,
  networking, and own professional development.

5
Steps to Get Involved Become Informed

• Read National Science Education Standards
• Learn about existing programs on your campus, in
  your college, dept.
• Contact the Science Education School or
  Department
• Write a RET supplement
• Join NSTA, AAPT etc.
• Volunteer at your kids school

6
Developing Teacher Workshops

• Identify your
• Goals improve content, curriculum dev
• Audience in or pre-service, K-14
• Scale National, regional, local
• Partners Science Ed, District teachers, Existing
  on-campus programs
• Funding options NSF, NASA, DOE, NOAA, AFOSR
  Foundations, State, Corporations, Districts
• Your Comfort Zone

7
Lessons Learned

• Cant do it alone - form partnerships
• Science Education is a very different Community,
  Language, Literature
• Develop Highly Focused and Realistic Goals, Plan,
  and Expected Outcomes
• STEAL IDEAS, EXISTING PROGRAMS
• Gary Gladding 2002
• ASSESSMENT, ASSESSMENT, ASSESSMENT
• Maximize Impact

8
Attributes of Successful Programs

• Broad Partnerships (Science and Science Ed
  Faculty, Teachers, Administrators)
• Treat Teachers as Professionals
• Designed to meet school-based needs
• Opportunities for continued involvement
• Continuous Evaluation
• New partnerships formed due to program
• Effective recruitment and advertisement
• Buy in from both academic and district
  administration.
• NRC Role of Scientists Report, 1996

9
National High School Space Weather Network
10
Make Pre-College Education Professional
Development Part of your Teaching and Service
Repertoire

• Start Small but Think Big
• We have a vital role in pre-college education and
  need to take our responsibility seriously.
• Wide range of time commitments possible
• (visit classroom, partner with local teacher,
  become part of existing program, develop your own
  workshop, run for local school board, write an
  op-ed or Physics Teacher article)
• BECOME INFORMED AND INVOLVED

11
References

• National Science Education Standards
  http//www.nap.edu/readingroom/books/nses
• Role of Scientists in the Professional
  Development of Science Teachers,
  http//www.nap.edu/readingroom/books/role
• Bybee, R. W. (1998), Improving precollege science
  education--The involvement of scientists and
  engineers. Enlisting the support of scientists
  and engineers to translate science education
  standards into effective science programs. J.
  Coll. Sci. Teach. 27, 324-328.
• Morrow, C., The diversity of roles for scientists
  in K-14 Education and Public Outreach,
  http//www.spacescience.org (go to Quick links at
  bottom and click Papers on EPO