| Home | Return to Poster | Discuss This Poster | Poster Presentation Full Text: The goal of the Earth Systems Elementary Science Program is to begin the development of scientifically literate, responsible citizens who have a strong sense of place in the biological, physical, geological, and technical world. Poster presentations are composed in four parts: Original goals for project sustainability under ideal conditions Reflections on these goals from the end of the project funding cycle Suggestions for projects starting out; or, how we might have done things differently Questions for other project's staff to reply to

Original goals for project sustainability under ideal conditions

Under ideal conditions:

The goal of the project was to assure that the Earth Systems Program was effectively implemented by strengthening the disciplinary, pedagogical, and philosophical base of 1,050 Anchorage School District elementary teachers, and by putting into place a sustainable support system composed of trained community scientists, secondary teachers, administrators, and parents. The objectives were:

1. To train and support approximately 1,080 teachers in the use of the Earth Systems curriculum, including assessment.

2. To train and deploy six Science Support Teachers in each of the 61 elementary schools by the end of Year 3.

3. To train 61 principals to foster the implementation of the Earth Systems Program.

4. To train, develop and utilize a cadre of nearly 200 community scientists and university faculty to act as ongoing support for teachers.

5. To increase awareness and build support for the elementary program in such constituencies as the Chamber of Commerce, service clubs, university science faculty and education departments at local universities, and professional societies.

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Reflections on these goals from the end of the project funding cycle

1. There is much value in nurturing relationships and in revisiting the vision frequently. Change takes LOTS of time and effort.

2. Expectations were high - ALL teachers were expected to participate.

3. Two teacher trainers trained all 1050 teachers in year 1 - this kept the message constant.

4. Training was held during the school day - we believe that voluntary training does not promote sustainability.

5. Lead teachers were not necessarily the best trainers.

6. Science for All training revealed teachers who are blind to inequities that still exist in our classrooms.

7. Listening is a very important skill in inquiry.

8. Documentation is extremely important.

9. Our project was locally designed and locally carried out - most important!

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Suggestions for projects starting out; or, how we might have done things differently

• The focus would have been more on delivery and keeping the message clear and of high quality instead of training every elementary teacher every year. With the high volume of trainings, the inquiry message did not come through as loud and clear as it should have because of having to involve so many "different" trainers.

• A concerted effort to more involve the community would be made. This could be accomplished by having a full-time person just to work on this piece (involves more money).

• Closer communication with upper level district management would be done.

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Questions for other project's staff to reply to

1. How did you bridge the gap between content knowledge and understanding of the nature of science with the pedagogy of inquiry teaching?

2. High teacher turnover is a concern. With the loss of "institutional memory" as teachers are replaced and loss of money, how do you keep the focus of inquiry science teaching prevalent?

3. How did you gain community/parent support? Most parents were not taught science in the way that research shows is the best way. How did you get them to understand the difference between the two, and to support inquiry science teaching?

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   Also...

   The goal of the Earth Systems Elementary Science Program is to begin the development of scientifically literate, responsible citizens who have a strong sense of place in the biological, physical, geological, and technical world.

   The underlying purpose of the Earth Systems Elementary Science Program is to capture, develop, and nurture the essence of good scientists in all students including...

   ...a compelling sense of wonder.

   ...a joyful sense of discovery.

   ...an unwavering sense of balance.

   ...a comforting sense of belonging.

   ...an abiding sense of responsibility.

   ...an awesome sense of place.

   

   THIS POSTER WAS PREPARED BY:
   Texas Gail Raymond of the Earth Systems Elementary Science project.

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