Effecting Change at School and District Levels

It can be a challenge to effect change at school and district levels when other colleagues are stuck in a holding pattern in their teaching practices.  Some teachers are not willing to try new innovative techniques in their instructional planning.  Others are not aware of the resources available.  While other teachers just refuse to conform.  Although, change is inevitable some people do not accept change easily.  Often new teachers with new ideas and enthusiastic attitudes are met with disdain.  Some school and district cultures do not leave room for teachers to make the significant changes that are necessary to improve the science program as a whole.  In these situations, teachers must make changes in their classroom that will meet the needs of all learners.    

The change I wish to see take place to improve the science program at my school and district starts with me.  I can do my part to blend new strategies into my teaching practices.  I can also integrate technology into my lessons to engage students and give them practice at using technology in a manner that will benefit them in school and later in their careers.  Students reap the benefits of performing tasks similar to those of scientist when they participate in hands-on, minds-on labs. 

Experiencing authentic science can spark an interest in science that will lead students to pursue an education and career in the STEM field.  Creating lessons with relevance to students by including real world scenarios can play a major part in increasing participation.  Providing opportunities for my students to enhance their critical thinking and problem solving skills through inquiry-based learning is a way for my students to experience high quality science instruction.  To ensure that other students in my school and district experience high quality science instruction, I collaborate with colleagues.   

When I encounter new resources, ideas, websites, lessons, or professional articles through Walden, I am generous in passing this information along to colleagues.  I have not had the privilege of effecting change on a district level.  As I continue to network, I hope to make a connection with individuals on that level who are willing to listen to ideas and suggestions about improving the science program.  One way to get my feet wet is to get involved in the politics of education.  When I use the word politics, it makes me apprehensive about venturing into such treacherous waters.  They are tricky waters to navigate.  However, it is probably a good idea to start attending more meetings held by the school board and other professional organizations in order to share my vision for the science program in my school and district.    

Keeping Up With Global Competition

  In his article, “What’s Our Sputnik?”  Friedman urges the United States (US) to remove our presence from the Middle East, reduce our dependence on oil, and reduce foreign aid to the Middle East (Friedman, 2010).  He suggests the US should place their focus on a national project that will improve America.  I agree that the war on terror has not “revived our education, infrastructure, and science” like the launching of Sputnik in 1957 (Friedman, 2010).  It is possible that we need to shift money away from the Middle East to science education.  The money we have invested in the Middle East to combat the war on ignorance, science education must evolve.  The US must invest in science, technology, engineering, and mathematics (STEM) education.  Other countries are on the heels of the US in a race to be an economic super power.  For the US to sustain its competitive edge in the future, once again the US must put education in the forefront of the plan to move forward.

Presently, on a local, state, and national level the US is making an effort to promote STEM.  The funding is not where it should be to spearhead a campaign of this magnitude.  There is a ever present voice chanting promote STEM education, but in the background is the contradictory whisper of lay-offs, cutbacks, furloughs, downsizing, school closings, larger class sizes, fewer teacher, and budget cuts.  Furthermore, not all teachers are on board or aware of the new approach to teaching science.  Inquiry-based learning hones problem-solving, critical thinking, communication, and social skills.  These skills will develop students into the productive 21^st century citizens the US needs to advance our country.

Demski (2009) discusses the importance of professionals at NASA capturing the interest of middle school students throughout the US through videoconference to inform them of the many professions that are available at NASA.  Through creative approaches like this one that students realize the many opportunities that are accessible to them.  On a daily basis, students are bombarded with technology.  It is suffice to say that it is through technology that teachers will keep them attentive and alert. 

    I hope it does not take another Sputnik event to ignite a reaction that centers the nation’s attention and commitment on science education.  Honestly, we do not have the time.  We could certainly shift funds from, as well as, our focus from the Middle East.  Sustaining its global competitive advantage means doing what other countries are doing to remain competitive, invest in its talented people, and retain its talented people.        

References

Demski, J. (2009). STEM picks up speed. T.H.E. Journal, 36(1), 22–26.
Retrieved from the Walden University Library using the Education Research Complete database.

Friedman, T. L. (2010, January 17). What’s our Sputnik? [Op-Ed]. The New York Times [Late Edition (East Coast)], p. WK.8.
Retrieved from the Walden University Library using the ProQuest Central database.