Developing Professional Development
September 17, 2011 by Nick Mitchell
One of my responsibilities as elementary science coordinator is to be a mentor to homeroom teachers and help them become better at teaching science. I must admit this is probably the hardest part of my job- it’s one thing to be critical of yourself and work to improve your teaching, but teaching teachers, that’s a different story. Up till this point most of my mentoring has consisted of leading by example, teaching model science lessons in our science labs, which is well inside my comfort zone. But I know in order to take our program to the next level I’ll have to do more: instead of being just the captain of the team, I need to be a coach.
Science coaching (as well as coaching in other disciplines) is pretty trendy right now in elementary ed. However, there seem to be many different varieties out there, and I’m going to need to figure out the recipe that works best at my school. Here are what I believe to be the key ingredients:
- Model teaching
- Providing professional resources
- Teacher observation and consulting
- Facilitating learning activities
I’m not going to delve into model teaching, because I already do plenty of that, and frankly that’s just regular teaching with another adult in the room. At first I guess it was strange, but once you realize your both on the same team ,it’s actually much better having another teacher with you.
Providing professional resources is easy as well, but probably the least effective ingredient. Just think of all the required readings or faculty “book studies”… in my experience they result in a lot of last-minute skimming and shallow conversations. Good for creating a common language around a new initiative, but not sufficient to reach any meaningful depth. Nevertheless, I’m kind of a professional reading nerd, so I continue to give teachers at my school excerpts from my favorite summer reading each year. One year I put a small note at the end of the reading, asking anyone who finished it to let me know what they thought… still waiting for a response. There are other options out there more interactive than readings, such as NSTA’s Learning Center
where teachers can take mini-course online by themselves to brush up on their background knowledge, but I’m not sure how many elementary teachers would have the time or desire.
OK, on to the meaty stuff. Observing teachers can be an intimidating prospect, and also blurring the line between coach and administrator. But I’m going to have to suck it up this year, because nothing embodies the spirit of science coaching more than working directly with teachers on their teaching. Luckily, my school has had some training in an interesting observation protocol called Looking for Learning
. You can check out their website for more info, but the basic principle behind this kind of observation is that instead of observing the teacher, your main focus is observing the students. So while students are engaged in an activity you conduct mini-interviews from student to student, aiming to get a grasp of how much learning is actually taking place during the activity. Of course this is all in the context of what the teacher is doing, and how they’ve structured their class. What makes it an interesting approach is that sometimes even when classes appear to be busy learning, there’s not actually a lot of learning taking place (or at least not the kind the teacher intended). The follow-up conversations with the observer and teacher are also interesting as the two compare notes on how they perceived the engagement and learning of different students in the class. Because the focus is on the students, it seems less confrontational, but the approach remains effective because the responsibility of the teacher to ensure all students are learning is clearly implied- if learning wasn’t taking place the next step is to look at what can be done in the future to change that. As with reading professional resources, the effectiveness of observations and consulting will depend on teacher buy-in. So I’m planning on initiating these with teachers who I think would be most receptive initially, and then depend on good word-of-mouth to involve others.
Last but not least, there’s the learning activities, which is just code for getting teachers messy with hands-on science in an attempt to spark those deeper conversations and thoughts about inquiry and pedagogy. When I think back to my favorite professional development experiences (the Dana Hall Science Workshop
and a graduate class on experimental design at the University of Maryland), both of them were so stimulating simply because we were expected to do science as a student while thinking like a teacher. The common experiences of searching the beach for fossilized shark teeth and building a water tower of toothpicks led to much more lively and focused discussion between colleagues than any reading I’ve ever done. So I hope to recreate that in some small way for the teachers at my school, letting them dive into a hands on activity with the eagerness of a student, and then encouraging them to process it through the eyes of a teacher. Whether it’s possible to do this successfully in short sessions at the end of a long day with a bunch of familiar faces…. we’ll see!
So there you have it, another work in progress. 🙂 I’ll post more as the plan becomes clearer- in the meantime I’d love to hear from folks who have had successful in-school PD or coaching in the past. Despite these best-laid plans, I’ll probably need to focus my time in a couple of these 4 areas, and it would be helpful to get some idea where to throw my weight.