It is great that I am asked to blog about something that I am struggling with in my own district/career. In this reading I was most struck by indicator #3.
'Every teacher works interdependently in a collaborative learning community to erase inequities in student learning.'
In my district I am often frustrated by the lack of, what I perceive as drive by my colleagues, but actually could be many other factors, toward being a better educator. I don't see my colleagues striving to learn best practices in Science or STEM education. I rarely even hear them reference STEM, the Benchmarks, NSTA, etc. District leaders don't see the value of S.T.or E. in the elementary grades,(at least not as much as I would like). Dept. meetings are getting fewer by the year and when they take place they are monopolized by whatever new initiative has come "down the pike". The positive changes feel glacial at best.
Not to say there are some incremental positive changes: I'm thrilled when they ask about the NGSS. I had the opportunity to share Paige's formative assessments probes and my department recently asked that we order the rest of them. I have convinced the curriculum coordinators to allow me to be a STEM integrator on a trial basis in grades k-6. Some positive changes...
But to live true to indicator #3 feels as if it would take decades. I want to see 100% of the staff constantly engaged in best practices and working to educate every student! In the reading it states that this type of leadership work is career long and always in progress. And I would like to add that there will always be a hurdle (or a dozen!) I want every student to have engaging and challenging STEM education.....it is frustrating to think that I could work toward this my whole life and never reach every staff member.
I personally, from my own experience here where I work, can relate to what your saying. With science, particularly at the elementary level, the inequalities in learning are entrenched and historical. It was never one of the "three r's" and we still suffer under that old structure in many ways. Teachers are being inundated, again, with new learning and classroom practice changes around math, reading, writing, and unless PD is careful and mindfully balanced (which seems really difficult) they are overwhelmed, again, especially in this season - I see it here. I too feel, at times, like I have been keeping science on active "life support" at the elementary school in my 9 years here as Instructional Team Leader. The good news is it is still here, and I have the NGSS, you guys, and some committed fellow teachers/administrators here for support. But it does seem glacial at times. My goal here, besides the teaching I already do, is to build and activate STEM teaching and learning that integrates ELA and Math CC here at WES. I set the goal last year along with some actions - that was the easy work. Now I am involved in activating it, and I find that I need to build relationships, share ideas continually, share the leadership, and continually work out the difficult stuff with others - resistance, confusion, lack of understanding. I think enlisting others helps alot.
ReplyDeleteHenry, we should debrief periodically!
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