Promoting Professional Development for Science Teachers

It's a beautiful October day in sunny south Texas and inside Pharr-San Juan-Alamo High School science teachers are attending professional development sessions. Across the hall from me is Kaz Kuzminski conducting a workshop for "Early Explorers" that focuses on activities for the early childhood grades. Dr. Greg Garcia is further down the hall in A-107 bringing science to life for middle and high school students.

I'm in A-105 in what appears to be a technology equipped mathematics classroom. We don't have classrooms like this at UT-Brownsville. Oh Yes, we have a computer terminal connected to a projector. Some classrooms even have integrated document cameras, however, there are only a few. I've done without many technology tools, but looking at what teachers have in the classroom we are really lacking resources in our higher education institutions.

But are these tools really necessary. I would say so, but only if used to increase student achievement. Many of the countries which rank above the United States in STEM achievement lack these tools. What many countries have are marked differences in teacher preparation, curriculum design, and the attitudes exhibited by students, teachers, schools, and communities about education. The amount of time children spend being immersed in rigorous subject matter makes a difference in their performance. Time is eaten away because we tend to teach over and over again concepts that many of the top performing countries cover within a much more limited timeframe. And the exams and content is connected to rigorous and meaningful assessment.

Teachers in these countries are among the academically elite and their professional status is certainly elevated and revered by the community. Research tells us that teachers who know their content well and come from rigorous teacher preparation programs. We know that it takes time and dedication to reach the highest level and attendance at conferences like the Rio Grande Valley Science Association.

This is a place for teachers to share their ideas and talk to one another about what interests them about science teaching. Allysa Brewster sat down with me and told me all about her experiences visiting different countries and her interest in applying what she learned in the classroom. She was even considering another masters degree to include science education, but I tried to convince her about waiting for our doctoral program cohort to start up as the University of Texas Rio Grande Valley opens up.

After three sessions with very limited attendance, I felt satisfied about the level of conversation and interest that teachers displayed. Some of their body language wasn't as revealing about their behaviors if I wanted. But I'll continue to practice reading words, expressions, and body language. It will happen.