The 2008–09 Albert Einstein Distinguished Educator Fellows. Photo by Triangle Coalition.
As most teachers were preparing for the start of the 2008–09 school year, 15 science, technology, engineering, and mathematics (STEM) teachers from 13 states left our respective school districts for the professional development experience of a lifetime: the Albert Einstein Distinguished Educator Fellowship Program in Washington D.C. This program provided opportunities for us to share our perspectives as experienced educators with policy makers and program managers at the federal level. These interactions led us to take a fresh look at teaching and insights we want to share.
As teachers, we are all dedicated to our students’ learning. We teach science, plan field trips, supervise after-school clubs, and spend late nights on campus to catch up on paperwork or set up a lab for the next day. The efforts we put forth for our students are worthwhile because we do make a difference in the lives of the students we teach. The experiences we create for students lead to a big reward—academic achievement for all students.
One perspective we have gained during the fellowship is teachers actually do a much better job in the classroom than we give ourselves credit for. We realized teachers may focus too much on what doesn’t work, when in fact our students are learning. As teachers, we need to see the impact we make, and notice when students leave the classroom excited about something they just learned. We all should acknowledge those moments. Being reflective is a best practice in education; however, we must not let our reflection come at the expense of significant appreciation for our own successes.
Teachers learn as students learn. We craft our knowledge daily as we work with students and as we read current research on learning theory. It matters that teachers understand how students learn and what prior knowledge and misconceptions they bring to the lesson. Learning is complex; the time we take to understand the learning process is important to our students’ success. To build our knowledge of student learning, we need to continually interact with students, colleagues, and the educational research community. Many of us don’t recognize how important these interactions are.
Supportive communities are critical for teachers both personally and professionally. They reduce isolation, foster content knowledge, and inspire teachers to try new instructional approaches.
However, building effective teaching communities requires a professional commitment to disconnect from the daily minutiae and focus on the bigger picture. Joining a professional organization, seeking out an extracurricular experience like the Einstein Fellowship (www.trianglecoalition.org/ein.htm), or even simply spending an afternoon in conversation with other teachers may provide the opening for a supportive community to develop. Participating in online discussion groups and e-mail lists also can be a release from the pressures of the classroom, as well as a connection to other teachers. By finding time for collaboration, teachers will form communities, and student learning will continue to improve.
Science advances quickly, making it difficult to stay current. Conferences and publications from scientific societies are one way to update content knowledge. Another is to engage in authentic scientific investigations. Many universities and national laboratories offer summer research experiences for teachers seeking to increase their understanding of science research and stay current on the latest developments. It is important to realize we are probably the only scientists most students know. If we are asking students to understand science, we need to understand science ourselves.
Proactive teachers take leadership roles at local, state, and national levels, providing a positive voice for educational policy and reform. They also engage in professional development opportunities that build their leadership capacity. By participating in these communities, teachers keep abreast of new content knowledge, inquiry skills, pedagogical changes, and education policy. It is imperative we make a conscious choice to become professionally active.
In summary, STEM teachers are recognized for—and can benefit from—professional activities ranging from collaborating with colleagues to analyze student work to participating in the Albert Einstein Distinguished Educator Fellowship Program to gain a broader perspective on educational policy. It is important we continue to engage in these activities, as they define our profession and support a scientifically literate society.