Professional Growth for Teachers Found to be Extremely Critical in Student Performance

By: Rebecca Breaud

New Orleans, LA (EP) Maryland Administators have come to the conclusion that in order to evaluate teachers fairly, they must incorporate "in-depth, wide-ranging approaches to teacher learning." They believe that in order to accomplish this, there must be improved professional growth among new and experienced teachers. The opinion of Montgomery County administrators is that in order for teachers to improve in their ability to perform well in the classroom, the school system must make an atttempt to change teacher attitudes away from that of classroom isolation.

Science teachers, in particular, seem to carry a burden of required professional growth in order to just maintain minimum science standards in the classroom. National Science Education Standards (NSES) have been developed to help all students to become scientifically literate. According the the NSES, "The current reform effort requires a substantive change in how science is taught; an equally substantive change is needed in professional development practices."

Considering the speed with which science knowledge changes in our culture and in our world today, it becomes increasingly important for the science teacher to have an updated knowledge base from which she/he can pull.

Student textbooks are outdated before they hit the classroom. Teachers must be continually aware of new discoveries and concepts in the science field.

NSES feels that teachers must move away from the conventional view of technical training in teaching specific skills to teachers, and move on to opportunities for intellectual professional growth.

How will teachers gain and maintain the type of professional growth necessary in order to meet these Standards?

Science teachers have a number of opportunities to improve their professional growth by following a number of diversified paths.

Within the educational community, there are opportunities to meet with senior teachers, some of whom may hold titles of professional development coordinators within the school system. These teachers typically have

seniority within their field and

are considered "Master Teachers." Additionally, higher education science and education faculty must learn to work together to present new teachers and those returning to the university with concrete science knowledge and new methodology to teach it.

Education conventions offer another opportunity for science teachers to learn new information and teaching methods from their peers.

Outside of the educational community, private industry, and government funded agencies provide opportunities for teachers of science to improve their professional development. Below are a list of some websites which contain information related to this type of professional growth outside of the educational community:

Earthwatch Global Classroom is a non-profit organization which allows individuals interested in science to collaborate with scientists on field studies located throughout the world. Scholarships are available for those individuals who are teachers.

The Woodrow Wilson National Fellowship Founation offers teachers an opportunity to return to school as students during summer programs at prestigious universities. During their time at the university, teachers are encouraged to immerse themselves in intellectual pursuits and giving them an opportunity to develop relationships with faculty members as mentors. Most programs are funded by grants from the Woodrow Wilson Foundation and sometimes even offer a stipend. Courses are presently being offered in Biology and Environmental Science.

Professional Orgnaizations offer all teachers an opportunity to enjoy and share information with their colleagues and other professionals in similar fields.

Teachers who wish to improve their standing in their profession should never be at a loss for ways to do this. There are ample orgnaizations, funding and community support to make professional growth a way of life for any teacher.

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