Science Department Equity Audits

As an teacher or instructional leader on your campus, can you describe inequities that may exist in your school/department? Additionally, how well aware are members in your school/department of these inequities? Generally speaking, in the state of Texas, campuses normally look at state achievement exam data such as TAKS and STAAR . Yes, state achievement exams are important as that is an area that contributes to campus accountability ratings; however, those exams are only a small piece of the pie.

My instructional leadership program opened my eyes in the area of equity and social justice and I developed an intense interest around these issues . During the program, professors often challenged our thinking and helped us to become aware (or more aware) of systems of inequity occurring throughout our school districts, neighborhoods, and country. As a result of the program and my position as a district leader in science, I felt compelled to at least help school leaders address such issues in their respective departments. It is my hope that science teachers / instructional leaders go further than TAKS/STAAR and look at the following issues in our attempt to address the achievement gap in science education (sample questions/scenarios also presented):

• Teacher Quality Equity

-  Which students are receiving the most experienced / trained teachers in your department?
-  Which teachers receive the advanced or upper-class courses (i.e. do all the experienced teachers teach the PreAP/AP courses and the less experienced teachers teach the academic or lower track classes)?
-  What does the mobility of teachers in your department look like (i.e., is it stable or do teachers frequently leave - if so, what are possible reasons for this)
-  If there is a high ELL student population, does your department look for and/or encourage teachers to gain their ESL certification? Are ESL science courses taught by non-ESL certified teachers?

• Programmatic Equity

- How are G/T students identified in your department?
- Are certain student groups under/over-represented in G/T science?
- How are your ELL students served (are they mainstreamed or does the department offer an ESL course)?
- How is student discipline handled by members in the department? Are certain student groups overrepresented in the referral process? If so, why?
- How is the science curriculum determined on your campus; and are decisions made via research and data?

• Achievement Equity

- Are students encouraged to take the SAT and ACT exams  (the ACT has a science component)?
- Analyze and describe any achievement gaps in the EOC, AP, IB, and/or ACT data (e.g., the percentage of Black or African American students taking the AP Chemistry test is 88% yet only 12% score at/above the criterion level).
- Does your campus offer AP/IB science courses? What teachers historically teach these courses? What student groups are taking these courses and are successful/unsuccessful? If these courses are not offered, can you explain why; especially if these have not been offered for years. Do all students have access to such programs, or are some excluded? If students are excluded, what is the reasoning and who makes those decisions?  

I provided this topic as a task to campus science instructional leaders and provided an article (found here) to help them gain in-sight into the topic prior to starting the task. I feel as though I am not not adding more on to what these leaders are already doing as this task is actually part of their role and responsibility as an instructional leader in making sure all students have equitable access to a rich science education; especially if our goal is to close the achievement gap between student populations and provide access to programs for students who historically have been marginalized in our education system. The task fits nicely with the new accountability system in Texas. 
 
I really hope this task raises awareness in our schools and we can begin brainstorming how to address the issue of equity. I will keep you all up-to-date. :)

Chemistry Task Cards

I'm baaaaack! Summer 2013 has been a busy one for me.I received my Master's in May. Then decided that I would apply to a Post-Master's program and take a class in July. I also moved in June. Additionally, I work year round and attended several conferences. Therefore, I apologize for not keeping up with my blog regularly; however, I now have time. :)

I really just wanted to take a moment to write about my Chemistry Task Card series (see below). When I attended the University of Texas at Austin, I used to create flash cards. I created the cards to test myself in various ways, from multiple choice, short answer, and open response. This learning tool helped me immensely; therefore, I decided to bring the idea into the classroom when I first started teaching 8 years ago. However, I recently learned that this approach to learning had a name - Task Cards. 

The cards can be used in various ways
*Individual instruction - students can randomly work on the cards at their pace. Not all the cards in a set need to be completed; however, students can work on them for extra practice.

*Group instruction - students, preferably in a group of 2- 4, can work on the cards as a group, teach each other, and/or assess one another.

*Quiz-Quiz-Trade. For those who do not know what Quiz-Quiz-Trade is...
...this site actually has an explanation as well as a video of a class from my district engaged in class Quiz Quiz Trade


*Students can receive a copy of the cards to use as a study tool to help them learn concepts and prepare for summative assessments.


*Have a student select a few cards out of the desk (without looking) and use it to assess him/her on the spot.


I have provided numerous question types in each set. Questions range from: multiple choice, calculations, compare and contrast, true and false, short answer and open response.


The possibilities for how a teacher uses the cards in his/her classroom are endless.

Future Hope for Education in the U.S.A

I'm going to keep this short because I'm up well past my bedtime and figured I should do this before I forget.. :)

I recently earned my Master's degree (in Educational Leadership with a concentration in Instructional Leadership) and as a current district level instructional leader I try to utilize what I learned to help teachers help their students. It also helped that I began my job and graduate school at the same time, so I was able to apply what I learned in school to my job and vice versa.

With that said, my growing curiosity in educational research and the educational history of the U.S., as well as the history of other countries, led me to this video on YouTube: What we can learn from Finnish Education. The video (embedded below) starts off in Finnish, however, the rest of it is in English. I encourage you to watch and listen to Dr. Pasi Sahlberg's explanation of the Finnish education system and potential lessons U.S. politicians, educators, and families can learn from it. 

Current news stories from around the country worry me about the direction our country is going in regard to education. Listening to Dr. Sahlberg provided me with hope that I, as a district level leader, perhaps can help move education in my district in a positive direction (I am thinking really BIG here as I have no administrative power; but I can aim high).  :)

A few interesting facts about Finland:
**All teachers are required to have a Master's degree (I need to research this more as another educator on my Facebook page pointed out that it was only for high school teachers).

**No culture of negative accountability for their teachers.
 
**A higher % of Finland's educational budget goes directly to the classroom than it does in 
the US, as administrators make approximately the same salary as teachers.
 
**Finnish schools don't assign homework, because it is assumed that mastery is attained in the classroom.

What can we learn from Finnish education system?

   

Your thoughts????

Link to the longer version: http://www.youtube.com/watch?v=SEKiqcyD3wQ

Chemistry Interactive Graphic Organizers

....I'm back!!!!

Okay, so I really never left; however, the past two months were a whirlwind. From prepping for the standardized testing season to wrapping up my action research proposal as my last assignment as a graduate student, I now have a bunch of free time on my hands.

With that said, I really just wanted to share a few interactive graphic organizers I created. Actually is part of my Vocabulary and Notebook Graphic Organizer series (in development) for chemistry students. I am thinking about developing a biology graphic organizer series as well.

The covalent graphic organizer is a simple one - fairly easy to put together. I was worried that I was going to run out of space, however, the graphic organizer came out quite well. Note: The covalent graphic organizer that is floating around Pinterest was only available free for a limited time when I originally uploaded the set in 2013 [this noticed was updated 10-17-15].

The two pictures below are examples of other graphic organizers that I have created Chemistry Notebook Interactive Graphic Organizers collection

Here are a few links to sites I have found covering graphic organizers, foldables(TM) and/or Interactive notebooks.
http://www.foldables.blogspot.com/
https://interactive-notebooks.wikispaces.com/
http://tothesquareinch.wordpress.com/category/foldables/

Three-Variable Formula Triangle

Below is a picture of a formula triangle that works for three-variable equations, such as: speed, density, or acceleration. My first year I taught IPC (Integrated Physics and Chemistry). As a biology major, I was unprepared  to teach math to students in my class and struggled to assist students who did not understand how to manipulate mathematical equations.  

Apparently in Texas, the three-variable equation triangle is, or at least was, a major tool in helping students solve problems. I taught it in addition to teaching how to manipulate equations. Of course, with the new state exam in Texas, the STAAR EOC, only a few of the equations are able to use this tool. 

Okay...let me stop rambling and get on with the explanation. First, you need a three-variable equation as previously mentioned. The picture below illustrates the speed equation 
         
                                                            speed = distance
                                                                             time

The variable on the left of the equal sign goes in the bottom left quadrant of the triangle. The variable in the numerator goes in the top quadrant, and the variable in the denominator goes in the bottom right quadrant. 

                              Horizontal line = division  ; vertical line = multiplication

The flaps on this particular foldable are not really needed if students know how to work the triangle. However, you could have students add the units and/or definition of each variable to the outside of each flap.

How it works...
....cover up the variable you are looking for. Let's say you wanted to find distance. You would use your finger (or whatever) to cover up the D. That leaves S (speed) and T (time). In this case, you would multiple the two variables (since the vertical line means multiplication).

If you were looking for Time (T), you would cover up the T leaving D (distance) and S (speed). In this case, you would divide distance by speed to solve for time. 

Again, this will work for any three-variable equation similar to the speed equation shown above. Most of the equations required for the Chemistry and Physics STAAR EOCs cannot utilize this particular tool, however.

Gas Laws Manipulative

Today I held a content workshop for the chemistry teachers in my district. Actually, I should say we - the curriculum specialist and I, contracted to an outside party to deliver materials for the teachers as preparing for these workshops ate up our time and took us away from our district-wide duties as science specialists.

However, I was able to share something that I had I learned from an AP Chemistry teacher about 8 years ago. I was surprised that many of the teachers there, including the external facilitator, did not know about this great instructional strategy for gas laws. I was happy I could share what had been shared with me a few years ago. 

Setup:

On a Popsicle stick or sheet of paper (e.g. sentence strip), write and space out: P   T   V (as shown  below)

P = pressure,  T = temperature,  V = volume

How to  use:

• Hold the stick by the letter of the variable that is held constant.
• Then move the stick so that the variable you are changing goes up or down, the other variable will move as well to increase or decrease accordingly
• For example,  if the temperature is constant [hold by T]:
• If volume is decreasing [move the V side down], the pressure will rise [you will see that the P side is now up]

This is a great visual to assist all students, especially ELL and SPED students, in understanding the various gas laws – in addition to helping solve problems. I would suggest embedding this strategy with the Chemistry EOC reference chart (Texas teachers)

A Warm Demander

A Warm Demander

This past Tuesday I hosted another science instructional coach seminar. I was extremely nervous as I embarked on an approach that we have never done before - actually, this is the first year, in a loooong time, that the instructional coaches are receiving professional development concerning instructional leadership. With that said, I decided that I was going to facilitate dialogue over three articles I assigned as homework a week prior to the meeting. All three articles were short - each three-pages in length and targeted at pedagogical practices in the classroom. The facilitated dialogue is actually an activity I had to do in one of my graduate classes; and I thought I would try to incorporate what I learned and experienced in my instructional leadership program with my colleagues.

 As each coach arrived, one-by-by, they thanked me for sharing the articles with them - one in particular, called The Teacher as a Warm Demander (the reference is listed at the bottom of this post if you are interested). I was pleasantly surprised and let out a sigh of relief as it made my job as facilitator a lot easier. As I mentioned earlier, I had not done something like this before with them - and they can be a tough group. :)

The main idea behind the article is: how can teachers create an engaging classroom and convince students that they care, while at the same time never letting up (Bondy and Ross, 2008). A warm demander is defined as someone who "communicates both warmth and a nonnegotiable demand for student effort and mutual respect" (Bondy and Ross, p.2, 2008). The authors contend that teachers should believe in a individual's capacity to succeed regardless of what students might say or do by exhibiting three actions: (1) building relationships deliberately, (2) learning more about students cultures, and (3) communicating an expectation of success (Rogers, 1957 as cited in Bondy and Ross, 2008). I specifically selected the article based on (1) my personal experience and teaching philosophy; and (2) comments made by educators I've worked with recently and in the past.

Several people would probably describe me as a warm demander. In fact, a week ago, I ran into a former student at my old campus. Actually, this gentleman officially was never in my class, I just tutored him during our Saturday TAKS camps (TAKS was the old state exam in Texas). He told me something that made my day and I just had to post it on my Facebook page: 

Ran into a former student today. He told me that I always had high expectations and could tell I believe in my students. He also mentioned that I would always say, "You could do better, you could do better" to push students. He is aspiring to become a teacher and wanted to thank me. Made my day! :)

When I read the article, I was immediately reminded of his comment and comments made by former students. I am a warm demander.  Students know I believe in them and that they can be successful. I knew many of my students came from low-income backgrounds or from other external factors that I had no control over; however, from the start of my career, I realized that I do have control over what occurred in my classroom. By providing learning supports, supporting positive behavior, and being clear and consistent with my expectations (Bondy and Ross, 2008), I was able to establish an environment and culture where my students recognized that they were important enough to be pushed beyond their normal expectations.

Reference:
Bondy, E. & Ross, D. D. (2008). The teacher as a warm demander. Educational 
      Leadership: The positive classroom, 66(1), pp.54-58