NSTA NEWS
The National Science Teachers Association’s Congress for Chapters and Associated Groups met in July in Toronto, Ontario, Canada. This Congress has 94 voting members from all across the United States and Canada, and is responsible for making recommendations to NSTA . Read the result of last year's recommendation to establish guidelines for an Elementary Science Coaching Model and see this year's recommendations.

ELEMENTARY SCIENCE COACHING MODEL

As directed by Board Motion 8/05BOD12 in reference to 8/05CCL12, the following draft of a framework for an elementary science coaching model is respectfully submitted to President Michael Padilla by Richard Hogen, Division Director for Preschool/Elementary Science and the Preschool/Elementary Science Committee. 2/22/06

The following is a synopsis of websites, articles, and books related to instructional coaching. Where appropriate, elementary science has been specifically addressed. There is, however, not a lot of information that addresses this exclusively.

Background:
Instructional coaching is currently enjoying an increase in popularity in the educational community. The primary motivation for this increased use is that it shifts the emphasis for improving classroom instruction from outside sources (conferences, workshops, or extended out-of-school time) to more discipline-specific opportunities on a one-on-one basis between teachers. In the area of science, the coach is usually an experienced teacher who has a strong background in science content and knowledge of both school and state standards. The goal is continuous professional growth for both individuals and the school as a whole.What is a science coach?

In its broadest sense, a science coach is a fellow teacher working alongside, or “coaching,” a colleague to improve his or her science teaching. This personalized assistance is often based on needs specified by that particular teacher or an administrator.
Science coaching differs from mentoring in that it usually involves a coach working with more experienced teachers rather than novice educators. Those chosen to be coaches should have good content expertise and organizational skills. Because the coach will be working with a variety of teachers in different settings, he or she should also have a demeanor that allows for multiple learning styles and personalities of the teachers under his or her tutelage.
“An essential feature of coaching is that it uses the relationships between coaches, principals, and teachers to create the conversation that leads to behavioral, pedagogical, and content knowledge change.” (Instructional Coaching, Annenburg 2006)


What are the responsibilities of a science coach?
Different districts have different responsibilities, but from the data that was collected, here are some that seemed consistent to most:
• Work with teachers to analyze areas of need (content, pedagogy, knowledge of standards).
• Provide one-on-one support to teachers in the area of science.
• Assist in improving the abilities of participating teachers.
• Offer staff development activities that help the teachers improve their ability to teach elementary science.
• Provide resources to teachers (expertise, materials, etc.) and gather professional information to support them.
• Assist in creating a “learning team” through individual guidance and group meetings.
• Consult and offer feedback about classroom observations.
• Support student learning through observation and classroom demonstrations.
• Meet with teachers on a regular basis for professional development and collaboration.
• Model “best practices” in a classroom setting. The coach teaches one or two classes while the teacher being coached observes. This is followed by a “debriefing” with the teacher.
• Ensure that teaching is grounded in the district-adopted standards.
• Observe the educator teaching lessons in the classroom.
• Prompt feedback to teachers regarding the lessons that are observed (both formal and informal).A science coach’s responsibilities DO NOT include:
• Performing a teacher evaluation
• Disciplining students in an administrative capacity
• Serving as a substitute teacher
• Being the primary instructor in the classroom of a teacher that is being coached
• Performing clerical duties not associated with the primary role of coach

What are the responsibilities of the teacher in a coaching model?
• Be open and receptive to new learning
• Fully participate in activities with the science coach
• Use the knowledge gleaned from the coach to provide quality learning opportunities for students
• Set personal goals, in conjunction with the coach, to improve science teaching

For quality instructional coaching to be successful, it cannot be viewed as an isolated activity that can be put into practice without support. In addressing the issue of commitment and support, The Annenburg Institute for School Reform stated the following in their publication, Instructional Coaching: Professional Development Strategies That Improve Instruction.

“A new initiative is only as good as the levels of commitment and support it receives over time. The commitment must be both in word and practice, at multiple levels of the system. An important way to embed coaching throughout a system is to ensure that the superintendent, central office, and school leaders articulate similar messages about the purposes and expected outcomes of coaching. Systems must consider how they will provide specific human and fiscal resources, supports for learning and action, and time to engage in coaching effectively.”


In conclusion, there is little empirical evidence to support the notion that instructional coaching helps improve student performance on any standardized test.
This is true, whether it is specific to elementary science education or other content areas or grade levels. Several of the educators in the resources that were used mentioned that they are either in the midst of subjecting their program to research or are planning to do so. It may take some time for there to be documentation to affirm or refute the notion of instructional coaching improving student performance, but the general feeling from these articles is that the collegial atmosphere being promoted will help teachers improve their instructional practices. This takes on added impetus when considering the large numbers of elementary teachers who feel inadequately prepared to teach science as compared to the other disciplines they are responsible for teaching.


Bibliography:
Allen, D., and A. LeBlanc. 2005. Collaborative Peer Coaching that Improves Instruction. Thousand Oaks, CA: Corwin Press.

King, D., M. Neuman, et al. Instructional coaching: Professional Development Strategies that Improve Instruction. Annenburg Institute for School Reform at Brown University. 12 January 2006.    www.annenberginstitute.org/images/InstructionalCoaching.pdf

Instructional Professional Development Coaching. Bellingham, Washington School District. 12 January 2006
www.bham.wednet.edu/departments/currdept/profdev/pdcoach.htm

Poglinco, S.M., A.J. Bach, et al. The Heart of the Matter: The Coaching Model in America’s Choice Schools. May 2003. Consortium for Policy Research in Education. University of Pennsylvania Graduate School of Education. 1 December 2005    www.cpre.org/Publications/AC-06.pdf.

Stowell, S. Summary of the Science Coaching Model, Panel Discussion: Coaching Issues Across Subject Areas. Spokane (WA) Public Schools. 12 January 2006.    http://cllc.edc.org/instructionalcoach05/handouts/panels/panel%201_Stowell.doc

Resources:
Professional Learning: Instructional Coaching Reading List. Spokane (WA) Public Schools. 12 January 2006.
www.spokaneschools.org/ProfessionalLearning/Initiatives/InstructionalCoaching/IC.stm

 

National Congress on Science Education
Cosponsored by the National Science Teachers Association and
NSTA State Chapters and Associated Groups
TO: Chapter and Associated Group Presidents

FROM: Ken Rosenbaum

NSTA Chapter Relations Consultant

DATE: August 1, 2006

SUBJECT: Congress 2006 Resolutions

The National Congress on Science Education (NCSE) is financially supported by the National Science Teachers Association (NSTA) and NSTA State Chapters and Associated Groups (CAGs). The Congress is an independent body that focuses on science education from local perspectives. This year the seventh annual Congress was held in Toronto.

Congress delegates bring resolutions that reflect issues in science education to the Congress. NCSE resolutions may arise from the actions of the governing bodies of the State Chapters or the issue forums (focus groups) at the Congress meetings. There are three types of Congress resolutions: those that are addressed to the attention of the Chapters and Associated Groups for their consideration and possible action, those that are addressed to the attention of the NSTA for consideration, and those which are statements of the position of the Congress on various issues.

The NCSE 2007 resolutions that were passed this year are listed below. In response to resolutions from past Congresses, I am asking that you please inform me of any actions or positions that your Chapter or Associated Group takes in response to these Congress Resolutions so that I may share your reposnses with other CAGs and the 2007 Congress which will take place in July, 2007 at San Antonio, Texas.

In addition to these action items, the following individuals were elected to serve on the 2007 Congress Planning Committee:
From Congress:
Donna Daly, TN (ASMC), Adrienne Elder, OK (OSTA), and
James Redmond, HA (HaSTA),
Alternate – Heidi Kellar, OR (OSTA)

From the Council:
Jack Wheatley, District.VI Director; Vanessa Westbrook, District XIII Director; Christine Royce, District IV Director.
Alternate - Mary Lightbody District X Director
As always, if you have questions, comments or concerns please feel free to contact me at krosenbaum@nsta.org or (866) 737-6713.


Position Statements adopted by the 2006 National Congress on Science Education

7/06CNG5 Whereas, NCSE recognizes and distinguishes between Students with disabilities and English Language Learners;
Be it resolved that the NCSE advocates and will support science-teaching practices inclusive of and directed to English Language Learners.
Examples of such support may include but are not limited to:
1. Advocate a conference Strand focused on: Literacy and ELD – English Language Development, Through Science. (PDIs – run by NSTA)
2. Encourage NSTA /CAGs to develop partnerships with Reading and Literacy Associations.
3. NSTA endorse research of ELD in Science
4. Actively seek out and have represented at conferences: Vendors/Publishers and presenters to represent ELD in science.
5. Establish link from NSTA to Reading Associations and vice versa.
6. Establish a list serve for ELD on NSTA website.
7. Develop an affiliation with NABE (National Association of Bilingual Educators).
8. Designate a scholarship amount or scholarships for science teachers with ELL to attend conferences. 7/06CNG14 Be it resolved that the National Congress on Science Education provide a workshop at the 2007 meeting, which addresses the creation and maintenance for successful partnerships.


7/06CNG15 Be it resolved that the National Congress on Science Education endorses the recent legislation, Science Accountability Act (H.R. 5442), by Representative Vernon Ehlers and that Chapters and Associated Groups be encouraged to join in endorsing this legislation.

7/06CNG17 Be it resolved that the National Congress on Science Education endorses and supports the NSTA efforts pertaining to the concept of a national public awareness campaign about the urgent need to promote science education, to be supported by statistical profiles of current economic trends and the necessity to increase the level of our national science literacy.

National Congress Resolutions for consideration and action by Chapters and Associated Groups

7/06CNG3 Be it resolved that Congress recommends that CAGS, participate in one international outreach efforts and share the experience with the science education community through publications, conferences and/or other NSTA venues. Be it further resolved that NSTA District Directors support CAGs in this effort.

7/06CNG4 Be it resolved that, because of the urgent need, Congress recommends that CAGs shall utilize outreach tools provided by the International Focus Group to launch a grass roots effort that promotes a global perspective within STEM education. 7/06CNG7 Be it resolved that CAGS of NSTA review NSTA’s position statement on students with disabilities and examine what they can do to advocate the visions and declarations in the statement and how to provide professional development and support to teachers in teaching science to students with disabilities.

7/06CNG9 Be it resolved that NSTA partner with CAGS to establish procedures that facilitate the development of state board policies and state legislation advocating for quality professional development for K–12 science teachers.

7/06CNG13 Be it resolved that CAGS will be asked to identify and submit examples of successful partnerships to NSTA for dissemination through the use of a common form.

National Congress Resolutions passed by the NSTA Council and Board of Directors

7/06CNG2 Be it resolved that Congress recommends that the NSTA International Advisory Board create, maintain and publicize a collection of resources and opportunities (such as GLOBE, SAW [Science Across the World], Fulbright Scholarships, international student and teacher internships, and science organizations, etc) for CAGs and educators to use in order to develop international partnerships.

7/06CNG6 Be it resolved that NSTA will develop a position statement addressing English Language Learners in Science.

7/06CNG16 Be it resolved the National Congress on Science Education advocates (that the NSTA staff study the feasibility of) the formation of a communication clearinghouse of legislative correspondence at NSTA for assisting state level organizations in communications with their state legislative groups and boards of education in all matters regarding science education.
(parenthetical phrase added by NSTA Board action)

Contact the Webmaster

Return to TCES Main Page