Science Explorers: Elementary Science Staff Development
Overview
George Mason University in partnership with Alexandria City Public Schools conducted an elementary science teacher education program to increase student achievement in earth science at Jefferson-Houston Elementary School, a high-needs school. Teachers participated in sustained, intensive staff development for science content knowledge and teaching skills based on the Standards of Learning and the students' lowest scoring science area on the fifth grade science SOL test, Earth/Space Systems and Cycles. The program focused on science instruction to increase science content knowledge; observing, analyzing, and piloting active learning strategies which actively engage students in their own learning; mentoring from science education faculty and a science lab teacher to increase awareness of effective science teaching; and conducting collaborative action research in their own classroom to see what helps their students improve academically.
Goals and Objectives
- Raise student achievement in science as well as their interests and attitudes toward science
- Increase teachers' understanding of science content knowledge and skills
- Increase teachers' confidence for teaching hands-on, inquiry-based science that actively engages students
- Increase teachers' understanding of assessing science learning and using data to drive instruction
- Build a network of support and a learning community that provides ongoing support throughout the school year for teachers of science in elementary schools
Program
In summer 2007, twelve teachers from two elementary schools attended a two-week training session at Jefferson-Houston Elementary School, where the science lab teacher and George Mason staff developed and co-taught a training workshop. During the academic year, the science lab teacher conducted continuing training with the support and advisement of her Principal and Dr. Wendy Frazier via weekly planning meetings with the entire set of teachers at Jefferson-Houston plus weekly co-teaching episodes with each teacher. The science lab teacher and George Mason faculty, Dr. Frazier, also conducted follow-up sessions outside the regular school day during the academic year. This training schedule was developed to allow for all partners to remain actively involved in the professional development project throughout the entire calendar year. In summer 2008, twenty-one teachers from the two elementary schools attended a two-week training session at Jefferson-Houston Elementary School, where the newly hired science lab teacher and George Mason staff developed and co-taught another successful training workshop. Five teachers were from Jefferson-Houston Elementary School and 16 were from Cora Kelly Elementary School. In fall 2008 (beyond the funding period), the science lab teacher conducted continuing training with the support and advisement of her Principal and email support from Dr. Frazier via weekly planning meetings with the entire set of teachers at Jefferson-Houston plus weekly co-teaching episodes with each teacher. A total of 28 teachers attended these sessions outside regular school hours.
Outcomes
This project's development, implementation, and assessment provide evidence for the positive potential for teacher training in science content, skills, and research-based pedagogy to positively impact teachers' science content knowledge and skills, confidence for science teaching, and science teaching practices in the classroom. While there is not evidence that this particular program positively influenced children's standardized test scores, it is important to note that this finding is based on a limited comparison of unequal groups (a set of students' spring 2007 scores versus a different set of students' spring 2008 scores), most of the participating teachers' students did not participate in the state's standardized testing program since testing only involves grades 3 and 5 for science, and no treatment versus control group comparisons of standardized science test scores were possible. Trying to find meaning from standardized test scores within this context of challenges is fraught with threats to validity and reliability. However, this evaluation provides evidence that training provided by this program resulted in a positive impact on children's science achievement as measured by teacher-designed tests that were created by teachers based on released standardized science test items. While teacher-designed tests are also subject to validity and reliability issues as well, use of these tests provides an opportunity to measure students' content knowledge growth in particular targeted areas of emphasis in the science curriculum. We feel the use of customized content tests to assess the impact of the program on participating teachers' students is a positive aspect of the project's evaluation plan and are pleased with this positive finding.
Of particular note, is the extent to which this project rejuvenated the teaching community's enthusiasm for learning how to teach science more effectively. Through creation and continuing support of a learning community of teachers, an environment was created in which teachers became curious about their science teaching effectiveness and explored the extent to which their teaching was able to positively impact students' science learning. As a result, teachers had evidence that they could use to support as well as challenge their current teaching practices. Several teachers are continuing their action research beyond the funded period, which provides further evidence of a long-lasting change in the teaching community for the two participating schools. We continue to connect with these teachers and provide visits to the schools during 2008-2009 to bring supplies, co-teach, analyze action research data, and assist teachers in planning for effective, research-based science teaching.
Funded by the US Department of Education Mathematics and Science Partnership and administered by the Virginia Department of Education