Forums

I like how James Blake led two separate discussions for each chapter.  Imitation is the most sincere form of flattery.  We will start with Chapter 8, and we will discuss Chapter 9 later in the week. Chapter 8: Creating a supportive context for teacher learning 1) The authors indicate that the following are to be considered: professional capacity, coherent instructional guidance, leadership, and time/funding.  In your role, which has been the most challenging and how did/do you address it?   2) How do you think NSTA can help with establishing a supportive context for teacher learning? at the local level? at the national level?

Creating a Supportive Context for Teacher Learning Thank you for the thought-provoking questions, Brian. 1.a.) While all of the constraints on teacher learning described in chapter 8 are important to consider, the issue of lack of time was the most challenging for me as a middle school science teacher. Once the school year begins, there is very little time to engage in professional development. Creating opportunities for learning “embedded in the school day” (p. 2) is a very intriguing idea. However, this will “require revising school schedules and staffing patterns to free up time for collaboration.” (p. 202)   In addition to time limitations for teacher PD, current school schedules may not allow the time to truly engage students in the practices of science. Large class sizes, short class periods, and constant interruptions to the “regular” schedule are limiting factors in fostering three-dimensional learning. These factors also limit opportunities for teachers to reflect on their teaching, analyze data on their students’ learning, and adjust their lessons accordingly, as recommended on p. 8. b.) Our schools office has made a very concerted effort in the past year to create collaboration days for all teachers during the school year. These days allow us to share best practices, resources, and technology. They have also created training courses and opportunities for teachers to gain leadership skills. While these professional development days are very helpful, changing the schedule to allow for more instructional time is a harder problem to solve. 2) The professional development offered at the NSTA Conferences and through the Learning Center are very helpful. However, teachers need to be given the time and funding to attend conferences and engage in formal and DIY PD. They then need the time during the school day to truly engage their students in the practices. NSTA can continue to lead the way in the education of administrators as well as teachers through dialogs such as this book study.

I like your ideas, Brian. A list of local PD providers would be very helpful and would also encourage more collaboration within the greater community. I understand the hesitancy of the teachers to miss instructional time. However, days when the students come late could be used very productively for either formal PD or DIY. This time would be an ideal time to try out new technology or web sites, explore the Learning Center, read a journal, etc.

Chapter 9 Discussion: Conclusions, recommendations, and directions for research Please post your thoughts on the following: 1) Of the conclusions listed and discussed, which one would you identify as the most pressing? Please explain why. 2) Since there is an overlap between the three components of the chapter, please address your recommendations and directions for research based on your response to question #1. How can NSTA participate in your recommendations? 3) Why do think the participation of this book study has waned as the weeks progressed?