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A SHARED VISION FOR EXEMPLARY SCIENCE EDUCATION IN MARYLAND

The members of the Maryland Science Supervisors Association represent supervisors, administrators, and teacher specialists working centrally to promote exemplary science education in all Maryland public school systems. Numerous government and academic studies have reached the conclusion that our nation is losing its technological edge due to a lack of consistent quality in the delivery of science, mathematics, and technology education. Maryland’s economy and regional strength is based heavily on industries, research facilities, and technologies that depend on a scientifically literate and highly functional workforce.

The Maryland Science Supervisors Association presents this vision to bring a consensus to the issue among pK-12 education, higher education, industry and business, and government and to encourage the commitment of resources and expertise to continue Maryland’s leadership in exemplary science standards for teaching and learning.

Why is High Quality Science Education Important for all Students?

Every student needs a high quality program of science instruction, pre-Kindergarten through grade 12 for the following reasons:

1. Science helps us understand the way the natural world functions, giving a greater appreciation for our planet and our individual contribution to a greater whole. The curiosity to explore, investigate and discover is a unique human trait that allows us to grow intellectually as well as socially, and, therefore, should be encouraged.

2. Using the skills and processes of science allows students to have experience in approaching everyday problems in a systematic manner; collecting and analyzing data and thinking critically about a problem are skills that are important to effective and successful lives, both individually and collectively.

3. Many important and essential careers for our nation’s economy, strength, and security involve science directly and indirectly. Students should be well-prepared to take full advantage of wide career options and compete successfully in a global marketplace as they leave secondary school.

4. As scientific and technological advances evolve, it is increasingly important that all citizens are educated and thoughtful in evaluating and responding to those advances, both within their own lives, as well as nationally and internationally.

How Should our Curriculum Reflect Exemplary Standards of What Students Should Learn?

The National Research Council within the National Academy of Science established the National Science Education Standards in 1996, with broad representation of scientists, teachers, parents, and other interested stakeholders. Maryland based its Voluntary State Curriculum for Science on these national standards and the American Association for the Advancement of Science's "Benchmarks for Science Literacy." This document represents what all students should know and be able to do in a comprehensive instructional program in six standard areas: – skills and processes of science, earth/space science, life science/biology, chemistry, physics, and environmental science. As the body of scientific knowledge changes and increases, this curriculum must stay current and relevant through regular review and modification. It is not possible to teach every aspect of the broad array of science content topics. A strong experience in each content standard, anchored by regular, consistent, and on-going practice with the skills, processes, and application of science, will provide each student with the knowledge base from which to grow.

Beyond the basics for every student, we must provide enhanced and extended opportunities and content for all students who wish to take advantage of these enriched curricula. This should include a full array of advanced courses and electives, magnet programs for gifted populations, science, technology, engineering, and mathematics (STEM)programs for students interested in these fields, extra-curricular activities in science beyond the normal school day, science competitions, and career awareness in science.

Curricula should be implemented using research-based best practices to differentiate instruction and meet various learning styles. Students learn best when teachers employ a variety of instructional strategies. Emphasis should be placed on active, student-centered, inquiry-based, laboratory and field experiences. These instructional techniques will most appropriately represent science as a process as well as a body of knowledge.

MSSA Preferred Benchmark:

Each Local School System in Maryland has a PreK-8 curriculum that is fully aligned to the Maryland Voluntary State Curriculum for Science by the fall of 2006 and a high school program aligned to the High School Core Learning Goals.

What Facilities are Necessary to Deliver High Quality Science Education?

Science instruction is delivered most effectively in a classroom that is designed for active learning. The National Science Education Standards have called for learning environments in which students explore, inquire, and construct their own knowledge (NSTA Guide to School Science Facilities, 1999, p.1). The Maryland State Department of Education has published Maryland Science Facilities Guidelines (1994) which outlines the necessary standards for exemplary science laboratory classrooms at the secondary level. It is imperative that these classrooms have sufficient space for the expected class size, all necessary safety equipment and apparatus, lab stations with electricity, water, and gas, furniture designed to facilitate hands-on instruction, and appropriate technology for student investigation and teacher presentation of instruction.

Beyond the classroom, facilities for science instruction should include a campus that allows for field lessons. A variety of habitats and a natural water source are the ideal conditions. When the campus cannot provide these resources, teachers and students should be given access to nearby natural areas for field lessons. High schools should include a greenhouse structure or modified classroom to allow for the applications of biology and botany that are not possible within the normal classroom.

Additional facilities that allow for exemplary learning opportunities and should be provided on a district or regional basis include planetaria, environmental/outdoor centers, and other field lesson locales that emphasize real-world applications of science content.

MSSA Preferred Benchmark:

What Supplies and Equipment are Needed to Deliver High Quality Science Education?

Science teachers should have sufficient equipment and supplies to deliver high quality instruction. By actively participating in the process of scientific inquiry, students gain valuable skills and understanding. A virtual treatment of science is insufficient and should only be considered when safety and time permit no alternative. By engaging students with the instrumentation of science and the skills that are age-appropriate in a properly sequenced manner, the excitement of learning is maximized. The equipment used in science instruction should be representative of the technology and level found in the workplace of real scientists. This requires a consistent commitment to provide resources necessary to replace and upgrade science instructional equipment and supplies on a regular and timely basis.

A consensus should be reached on “common experiences” that will be part of all students’ science instruction in Maryland. The “meaningful watershed educational experience” as required by the Chesapeake Bay 2000 Agreement is an example of a significant learning opportunity that should be built into our pre-Kindergarten through grade 12 program.

MSSA Preferred Benchmark:

What Qualifications are Necessary to Deliver Science Instruction to our Students?

We can maximize student achievement by ensuring that our science teachers are well-prepared in both content knowledge and pedagogy. We must ensure that every science classroom is staffed by highly qualified instructors. Student to teacher ratios must be consistent with safety standards and reflective of the need for individual and group instructional strategies. The experience level of the teacher should be considered when assigning the number and types of preparations so that newer teachers are not discouraged unnecessarily, resulting in high turn-over. Regular and appropriate feedback, support, and evaluations are essential for all teachers and should be on-going, growth oriented, and managed by experienced and content-knowledgeable administrators, supervisors, and mentors. Ineffective instruction and practices must be addressed in a timely manner so that students receive high quality instruction.

MSSA Preferred Benchmark:

What Level of Professional Development is Required to Maintain a Highly Competent Teaching Staff?

Due to the ever changing nature of science content, it is essential that "professional development be viewed as an ongoing systemic strategy" for enabling science teachers remain current in their subject knowledge. This requirement is greater in science than in most other disciplines. In addition to content knowledge, professional development in effective teachingpedagogy must be a regular part of every teacher’s on-going professional development plan. Regular interaction for teachers with the applications of science content in the professional world will help our instructional program stay relevant and authentic.

Teachers are currently required to complete a master’s degree or equivalency during the first ten years of teaching. This represents an important time allotment to maintain and improve skills of teaching and strengthen content knowledge. School districts and institutions of higher learning must be in full cooperation to ensure that master’s programs are meeting the needs of Maryland science teachers. Teacher learning is linked to student learning. The practice of counting the number of hours a teacher spends (or has to spend) in professional development needs to change to looking at the implementation of what was learned.

Job-embedded professional development offers the opportunity for all teachers to learn from one another. Unfortunately little if any time is regularly built into typical teaching schedules for this opportunity. Instead, teachers are forced to use planning and preparation time or to spend their own personal and family time to collaborate with peers. We must change the paradigm that teaching only involves face-to-face contact with students; time spent sharing, collaborating, and learning with colleagues is a critical component of professional development. Professional development should "provide opportunities to develop knowledge and skills, to broaden approaches, prepare for leadership and build and strengthen learning communities."

All teachers should be encouraged to participate in professional associations appropriate to their discipline and in conferences and seminars that represent current research and practice in the sciences, technology, and teaching. Resources to support these professional obligations are necessary and can involve in-kind contributions from the scientific corporate world. Procedures for professional sharing within and between school districts should be expanded.

Quotes from:

Loucks-Horsley, S., et al. (1998) Designing Professional Development for

MSSA Preferred Benchmark:

What Level of Student Response to our Program of Science Instruction is Expected?

Maryland currently expects students to participate successfully in science instruction each year into high school, earning three high school credits in science. While this can be accomplished prior to grade 12, it is our strongest recommendation that students earn four credits in science during the high school experience. Nationwide, too few students elect to take instruction in the physical sciences, namely earth/space science, chemistry and physics. Currently in Maryland, approximately 65% of high school students take chemistry and 30% take physics. Any student planning to attend college should complete four years of science, including chemistry and physics.

Participation in advanced elective courses such as Advanced Placement Biology, Chemistry, Physics, and Environmental Science has been slowly increasing in Maryland. Any student considering science as a major in college should challenge themselves with at least one AP level science course.

Maryland will soon have a summative test in science delivered at grades five and eight and at the conclusion of high school biology. These assessments are in response to the Federal No Child Left Behind legislation. The long-range plan is to add summative tests in earth science, chemistry, physics, and possibly environmental science with students required to successfully complete two of these exams in order to earn a Maryland diploma. It is expected that all students will meet the established standards for successful completion of these assessment requirements.

When Maryland students graduate from high school, we expect a significant proportion to continue their studies at the college level and major in science, engineering, and/or technology. Baseline data on current enrollment trends need to be established and monitored on a district level in order to identify and replicate successful practices.

Correlation of this data with anticipated career opportunities in Maryland, including science teachers, should be facilitated by the Maryland State Department of Education and the State Department of Business and Economic Development.

MSSA Preferred Benchmark:Establish a state-wide database of students who elect to take physical science and Advanced Placement science courses and increase the percentage of Maryland graduates who complete a challenging science program, exceeding national averages.

What Level of Support is Needed from the Community?

Public education works best when it is truly public; the support and involvement of the community is critical to success in science education as well as all areas of instruction. Parents must recognize the effort and structure needed on the part of the family unit to encourage, motivate, and value success in academic studies. Administrators and teachers must make all reasonable efforts to communicate standards for success and the reasons behind the standards.

The business community should recognize that the investment of resources in educating the workers of tomorrow will pay great benefits to the economy if we establish and support high standards for all. Through their cooperation and influence with political leaders, the corporate world can help create the vision of bright futures for those students who seek to maximize their educational opportunities. Regular communication and participation by business leaders with the educational community will clarify expectations and pathways for successful transitions as students move out of formal schooling and into the world of work.

MSSA Preferred Benchmark:

Summary

This vision of exemplary standards for science education should challenge all stakeholders to action. It requires adequate resources, commitment of purpose within the educational establishment, and the realization that changes must be made. In order to accomplish this vision, all stakeholders including educators, parents, policy makers, and the professional and corporate world need to give this vision the highest priority. Our State should be a leader in this effort and the Maryland Science Supervisors Association is ready to begin the process.