Draft Action Research Report

Improving Science Instruction through Effective Professional Development Opportunities

Katharine A. Holmes

EDLD5397

August 4, 2012

Needs Assessment

            In my attempt to help establish a strong science curriculum on my campus, I find many teachers who are not confident in science content or do not possess effective management strategies when teaching hands-on lessons. The end result seems to be that they avoid science instruction as much as possible. Their students do not see as many minutes of science instruction as the students in the classrooms of more experienced teachers. Concurrently, district benchmark scores as well as TAKS scores from 2010-2011 show an overall lower performance of the students of novice science teachers. After reviewing the 5^th grade TAKS scores from the 2009-2010 academic year, the leadership team on my campus noticed a discrepancy between teachers who have completed the Rice University Elementary Model Science collaborative (REMSL) and those who have not. Furthermore, in working with classroom teachers in planning, modeling, and implementing hands-on science lessons in the regular classroom, I have determined that the number of minutes devoted to science instruction on a daily basis varies widely between teachers within a grade level. This discrepancy also correlates with achievement on 5^th grade TAKS scores and district-based science assessment for grades 3-5.

            These findings clearly show a need for effective professional development activities through which classroom teachers could gain competency and confidence in their daily science instruction. This issue has led to my wondering, “What types of outside support are most beneficial to the classroom teacher in helping them gain confidence in delivering effective science instruction?”  My action research plan will hopefully allow me to explore those processes which will help teachers become more comfortable and competent in their science teaching. I hope that my efforts will help my campus achieve the larger goal of improving instruction while exploring the most effective forms of outside support we should give the classroom teacher.

Objectives and Vision of the action research project. (ELCC 1.1)

            I believe that there are three basic obstacles that stand in the way of us effective science instruction in every classroom. First, many classroom teachers believe that science can only be taught in the science lab and by an experienced science teacher. Second, teachers are intimidated by their lack of content knowledge in the field of science which makes them uncomfortable when confronted by students’ curious questions. Lastly, priority in our district, which is not unlike most districts, is placed on offering professional development in the areas of math and language arts. Even if quality science training sessions are offered, the classroom teacher must often devote what little personal time she has to attending math and reading sessions.

            The vision of my action research plan is to ensure that our campus provides quality science instruction across all grade levels for every student. In order for this to occur, we must find effective means to increase teacher confidence and competency when presenting hands-on science instruction. I believe that this can be achieved by providing effective professional development activities for all teachers that will increase proficiency in their science instruction in the classroom. The goal of my action research is to track the level of science training completed by each teacher, explore what types of training are most effective in helping teachers gain confidence in delivering science instruction, and the impact of such training on district and state science assessments.

Review of the Literature and Action Research Strategy

            The National Science Education Standards (NSES) provides an outline of how children gain understanding of science content and how specific science teaching techniques can facilitate student learning. Effective professional development moves teachers toward the goals of the NSES by providing teachers with tools and skills that help them gain proficiency in the practice of guided inquiry. “Learning and teaching are both complex, active processes” (NSES, p13). Teachers must facilitate the daily learning environment of the classroom in order to keep students actively learning. In order to model active learning for their students, teachers must participate in active learning themselves in a manner that they should expect of their students. Therefore, it is critical that teachers be offered meaningful learning opportunities which will help prepare them to be “active teachers.”

            Children are naturally curious about the world around them. They are constantly asking “Why?” However, many times, children are discouraged from asking questions in the school setting; instead, they are programmed to receive knowledge (NSES, p13). The science classroom should be a place where questioning is encouraged and discovery is the accepted norm. In order to achieve this standard, teachers must also be re-programmed to become curious and accept the fact that it a good thing to be learners along with their students. They do not need to be experts in every field; instead, they should be concerned with teaching problem solving skills that will help children seek answers to their many questions. When students work as scientists, they use many skills that help them become critical thinkers with an ability to communicate with others and explain their thinking (Tweed, p.3). In order to achieve independent thinkers in our students, we must prepare our teachers to be confident in their skills to allow their students to break free form the traditional role of receivers of information. “A sound education in science emphasizes that science is both a way of knowing and a body of knowledge; it also emphasizes integrating scientific inquiry with scientific knowledge” (Staver, 2000).

Articulate the Vision (ELCC 1.2)

            One of the primary goals of our leadership team has been to create our definition of “quality teaching.”  We then created goals to help us achieve quality teaching. Outside support from instructional coaches, district personnel, and professional development activities for our faculty will give us opportunities to model and discuss quality teaching strategies. I believe my action research plan supports these initiatives that we have laid forth on our campus.

            I discussed my action research project at a meeting that was attended by several members of our leadership team, including my principal, Kathy Shealy, along with our assistant principal and instructional coaches. I have surveyed teachers during PLC and planning sessions concerning their comfort level when teaching science and their perceived needs in improving their teaching strategies. I have yet to communicate my studies with parents as that part of my study will begin with the coming of the new school year (2012-2013). I plan to inform community members, including students and parents, of of my vision through the school newsletters and school website.

            I also plan to share my vision with district personnel, instructional coaches at other campuses, and the facilitators of the REMSL program. I will present my findings at a district science cadre meeting in the Fall of 2012. My collaboration with the facilitaors of Stemscopes and REMSL took place during the summer of 2012 and will continue through the school year.

Manage the organization (ELCC 3.1)

            The action research project evolved from a current issue that our campus has identified as a goal which is to provide quality science instruction in all classrooms. This project has allowed me to use my background in proven science teaching practices and role as an instructional coach to explore a current issue on our campus and within our district. All of the current research indicates the most effective course of science instruction uses hands-on techniques to explore the concepts of science. However, many classroom teachers are uncomfortable with this teaching format because they lack training. Hopefully, my research will allow me to gather information that will identify effective solutions to this issue. The table below identifies activities that will be conducted during my action research, responsible parties, tentative dates of completion, and required resources.

Action Steps	Person(s) Responsible	Timeline Start/end	Needed Resources
Campus Improvement Plan Review data and determine a need for the campus	KHolmes K.S	January 2012	ASE Campus Improvement Plan TAKS data
Teacher Experience/ Comfort Level Survey Assess teacher comfort with science instruction, prior teacher experience and completed science PD training and gather input on what types of PD teachers find most beneficial	KHolmes	February 2012 October 2012	-Survey -PLC time to conduct survey Excel Spreadsheet
Student Survey Assess 4th and 5th students regarding their feelings about science instruction and their confidence in scientific inquiry and science concepts.	KHolmes	February 2012 October 2012	-Survey -Class time to conduct survey
TAKS/STAAR/ District Benchmark Assessments Disaggregate data from 2010-2011 and 2011-2012 to form baseline of comparison of performance between experienced and novice science teachers. Reassess performance data at the completion of research plan	KHolmes T.C.	January 2012 May 2012	Campus online TAKS data 2010-2012 DBA data STAAR science data (May2012)
Weekly Science Planning with 4th & 5th grade teachers	KHolmes 4th and 5th grade teachers	November 2011 (ongoing through October 2012)	-Science Planning Template -1 conference period a week for 4th and 5th grades
Co-Teach Models Work in a co-teach setting in both classrooms and science lab with teachers in order to model effective inquiry strategies as well as classroom management techniques	KHolmes K-5 teachers	November 2011 (ongoing through October 2012)	Classroom evaluation instrument Teacher Feedback form
Instructional Model Lab Establish the use of instructional science lab where experienced science teachers will model science lessons with students while being videotaped; classroom teachers will watch ongoing lesson and engage in discussion about effective teaching practices they observe	KHolmes A.P. K.S. L.W.	March 2012 (ongoing through October 2012)	Rice Instructional Model Science Lab (at ASE) Video cameras, microphones, TV; audio equipment
District Science Foundations Program Participate in 3- tiered professional development science program to be implemented in the 2012-2013 school year	KHolmes A.P.	May 2012- October 2012	District Scope & Sequence Moodle software

Manage Operations (ELCC 3.2)

            Setting priorities will be a major focus for me this fall when attempting to implement this project. I will conduct weekly planning meeting with all 4^th and 5^th grade science teachers where we will discuss science concepts, management techniques, and any confusion or misunderstandings teachers may have. I will conduct the same planning meetings with K-3 teachers at least once a month. I will be co-teaching with all 4^th and 5^th grade teachers with their students in the science lab once every week. Students will have a scheduled lab time where teachers will have an opportunity to observe modeled questioning techniques, guided inquiry, and lab management strategies. As their proficiency in these skills increases, classroom teachers will be encouraged to participate and facilitate lab lessons with me as the observer, where I will be able to evaluate the effectiveness of their instruction. One of the instruments I plan to use is the Science Classroom Walkthrough (Ingle, 41) followed by time to reflect and discuss the teacher’s perception of his/her performance. I will also provide training to all K-5 teachers in the use of Stemscopes, our district’s online supplemental science program, during planning and PLC time.

             With the agreement between my campus and Rice University, we have use of their instructional lab housed on our campus which has been equipped with live feed video and audio equipment. I will utilize these video capabilities of our REMSL lab to videotape sample science lessons with groups of students. I will also seek teachers who are showing high proficiency in their science instruction to model effective strategies, which we will also videotape in the REMSL lab. This will allow us to build a digital library of effective science instruction that we will use as resources for meaningful guided discussion with teachers on how they can strengthen their instruction.

            I will also work with our district science coordinator to to analyze and assess the effectiveness of our new 3-tiered Foundations of Science that all elementary teachers will ultimately be required to complete. The first tier, which was initiated Summer, 2012, requires elementary classroom teachers to complete 14 hours of professional science videos focusing on Earth and Physical science. These videos address misunderstood concepts by both teacher and student which are addressed by science experts, classroom teachers, and the students themselves. Tier 2 will require teachers to participate in professional development on topics such as questioning strategies, the use of lab journals, and guided inquiry. Tier 3 will require teachers participation in a year-long internship with REMSL. During this time, I will continue to monitor and disaggregate district benchmark assessments to track the impact of our efforts to improve science instruction. I will conduct surveys prior to beginning my research plan and after to gauge teacher perceptions of their competency in their science instruction.

Respond to Community Interest and Needs (ELCC 4.2)

            “Scientists pose and solve problems through scientific inquiry” (Staver, p.11). This statement provides a confirmation for me that, as a scientist, I must solve problems by engaging in scientific inquiry. My action research plan, I believe, does just that. I have identified a need of my campus, have formulated a hypothesis about a way to possible address this conflict. I am engaging in systematic investigations to try and find a solution to our problem. 

            By identifying the context in with the study will be conducted, the researcher is ensuring that it will not only meet the needs of the school community or district, but hopefully benefit it as well. All information about the context under which the study takes place should be included and considered when planning an inquiry.

           As I proceeded through my plan for action research, my driving force was my participation in our campus leadership team’s efforts to identify ways that we can “grow” quality teachers. I want to explore those processes which will help teachers become more comfortable and competent in their science teaching. I hope that my efforts will help my campus achieve the larger goal of improving instruction while exploring the most effective forms of outside support we should give the classroom teacher. By doing so, our students will be the ultimate beneficiary by having equal access to rich multi-sensory activities that allow for self-guided learning and direct discovery.

References

·         Staver, J.R., Teaching Science. The International Academy of Education, Retrieved June 24, 2012 from http://www.iaoed.org/files/prac17e.pdf (2000).

·         National Science Education Standards. National Committee on Science Education Standards and Assessment. National Research Council. (1996).

·         Leading Instruction in Science. Mary Ingle. Region 4. Retrieved June 20, 2012 from http://thetrc.org/trc/download/cast09/Take_a_Snapshot_of_Science_Program.pdf

·         Jordan, D. L., Henry, M. A., & Sutton, J. T. (2000). Changing Omaha classrooms: Collaborative action research efforts. Aurora, Colorado: Mid-continent Research for Education and Learning.

·         Sutton, J., & Krueger, A. (Eds.). 2001). EDThoughts: What we know about science teaching and learning. Aurora, CO: Mid-continent Research for Education and Learning

·         Tweed, A. with Hein, H. (2007). Inquiry turns naturally curious students into scientists. Changing Schools 56(2) 3.

Web Conference Week 3:

I was unable to personally attend this week’s web conference due to a family conflict, but I have reviewed the recording of the conference and the subsequent comment boards. Dr. Mason spent quite a bit of time reviewing the Action Research Plan template that can be found in the Resource section of Epic as well as the Google doc site. I found this information very helpful as it clarifyied not only what I will have to complete over the next 2-3 weeks, but also what I will need to work on as I continue through my research in the coming months. She also spent time explaining the course embedded activities versus the campus embedded activities. As I have spent time over the last few weeks revisiting my internship plan, I have found that I have actually completed several campus based activities. My focus in the coming weeks continues to be catching up on my reflections for both the campus and course embedded logs and uploading them to TK20.