This week in education news, new study finds novice teachers are more likely to end up in schools with fewer veteran co-workers; Wyoming Ed Board disagrees on the direction of the state’s proposed computer science standards; students see more success in K-12 when they tackle STEM concepts in early grades; district leaders say choice in professional development is good, but high-quality, standards-based options are necessary; researchers say the teacher shortage problem is worse than originally thought; Maryland high school graduation requirement tied to a demanding new science test; Utah parents and residents criticize proposed science standards; science teachers need to make clear to student that despite all we’ve learned, our universe remains ever mysterious; and the 100Kin10 network announced it has put more than 68,000 STEM educators into K-12 classrooms.

Study: Novice Teachers Often Face Tougher Loads Than Veteran Colleagues

Despite being less experienced in the field, newer teachers — especially those with less than two years under their belts — are often placed in more instructionally demanding classrooms, which have more disadvantaged and low-achieving students, than their veteran colleagues, a recent study finds. Read the article featured in Education DIVE.

Wyoming Ed Board Disagrees on Computer Science Standards

Discord over the direction of the state’s proposed computer science standards left the State Board of Education in a stalemate. Two motions — one to move forward with the draft standards and one to send the standards back to the Wyoming Department of Education for retooling — failed last week, leaving action on the standards in limbo. Read the article featured in the Wyoming Tribune Eagle.

Presidential Hopeful Kamala Harris Promises Teachers a Raise

Presidential hopeful Sen. Kamala Harris, D-Calif., made her first big policy pitch on the campaign trail: A new federal program to boost teacher pay. She promised to close a “pay gap” between teachers and other college graduates. Read the article featured in Education Week.

STEM Education Myths in Early Grades

Consider these ideas: Some kids are STEM kids and some aren’t. Students need to master science and math basics before moving on to STEM concepts. STEM focuses on future jobs, so educators should concentrate instruction in middle and high school. Wrong, wrong and wrong, say the experts. In fact, such myths contribute to many students’ STEM struggles. Read the article featured in District Administration.

Should Teachers Choose Their Own PD?

The Trump administration, as part of its fiscal year 2020 budget proposal for the U.S. Department of Education, wants to fund and evaluate a demonstration of “teacher-driven” professional development (PD). Read the article featured in Education DIVE.

Are Teacher Shortages Worse Than We Thought?

The teacher shortage is “worse than we thought,” researchers conclude in a new analysis of federal data. The study, published by the union-backed think tank Economic Policy Institute, argues that when indicators of teacher quality are considered—like experience, certification, and training—the teacher shortage is even more acute than previously estimated. This hits high-poverty schools the hardest, the study’s authors say. Read the article featured in Education Week.

Demanding New Science Test is Teed Up as a Maryland Graduation Requirement

The rollout of a high school graduation requirement tied to a demanding new science test could be delayed for at least two more years, following a preliminary vote of the Maryland State School Board on Tuesday. The board voted to change a regulation that would have made passing the Next Generation Science Assessment a requirement to obtain a diploma beginning in 2020. Read the article featured in The Baltimore Sun.

‘Scaremongering at its Highest Level’: Utah Parents and Residents Criticize Proposed Classroom Science Guidelines on Evolution and Climate Change

Nearly every person who grabbed the microphone at a state education hearing Tuesday night offered a different reason why they believed the proposed standards for teaching Utah students about science were faulty, inaccurate or skewed. Read the article featured in The Salt Lake Tribune.

Opinion: What Nevada’s Underfunded Schools Are Like

I’ve never had a legislator visit my classroom. They’re busy people, I’m sure, but as this session wears on and the prospects dim for substantially increased education funding, I find myself wondering whether our leaders realize what underfunded schools look like. Read the article featured in The Nevada Independent.

Science Teachers, Be Honest About What Science Still Can’t Explain

To inspire the next generation of scientists, science teachers must reverse this misconception by making it clear to students that despite all we’ve learned, our universe remains ever mysterious. Read the article featured in Education Week.

Educators, Industry Leaders Address ‘Root Causes’ of STEM Teacher Shortage

School district administrators, teacher educators, foundation officials, and nonprofit and corporate leaders gathered at the San Diego Zoo Tuesday to further their collaborative efforts to prepare more STEM teachers for the nation’s classrooms. Participating in the 100Kin10 initiative’s annual summit, attendees shared their expertise and held discussions around “grand challenges,” such as teacher preparation and supporting teachers at the elementary level in teaching STEM content. Read the article featured in Education DIVE.

Genetics Lessons Can Spark Racism in Students. This Change Can Prevent It

Discussing human diseases is a common way to engage middle and high school students in genetics. But a series of experiments suggests how teachers approach the discussion could either break down or reinforce students’ racial biases. Read the article featured in Education Week.

Stay tuned for next week’s top education news stories.

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Do you have any suggestions on how to use Chromebooks in middle school for more than just watching videos and reviewing material?
—A., Indiana

The real power of computer technology for a science classroom is in graphics, communication, calculations, creativity, and interactivity. Simulations like those at https://phet.colorado.edu/ allow you to augment lessons that would otherwise be impossible to perform in class. They differ from videos in that the students can actively participate by manipulating variables.

An excellent teaching tool is for students to script, record, and edit their own videos which can take the form of mini-documentaries, animations, public service announcements, science shows, music videos, and so on. There are many free video-editing options available.
Communicate electronically or via print by creating presentations, wikis, blogs, brochures, posters, and comics. A very powerful way to learn something is to teach, so buddy up with a lower grade and have students create picture books or graphic novels for them.

There are many citizen science initiatives in which your class can participate and a wealth of online data that your class can download for their studies. There are online telescopes and real-time webcams that you can access to bring astronomy, ecology, and biology right to your students’ devices. You can make science investigations real and exciting by collaborating with classrooms almost anywhere in the world.

Chromebooks can also be used as scientific devices and data-loggers by attaching probes, digital microscopes, and cameras.

Hope this helps!

Image by ottogarcia on Pixabay

The Week of the Young Child is sponsored by the National Association for the Education of Young Children (NAEYC), beginning in 1971, to recognize the foundational early childhood years from birth through age 8. During this week, plan to make science explorations part of the celebration during this week. Share your plans on the NAEYC Facebook page. Use these resources from the National Science Teachers Association to help you celebrate!

Learn more about how to support early childhood education from America for Early Ed.

The changes living organisms go through fascinate us (and sometimes freak us out) even if we’ve seen the process before. Early childhood educators especially feel this because every day we come to work we are fascinated by the development and growth in the children we work with.

Frog eggs in a pond.

In the spring, seasonal changes in plants and animals happen at a speed even a preschooler has the patience to observe. Seeds sprout into seedlings within a few days, the flower that was a bud yesterday is now in full bloom, and animals of all kinds are preparing the way for their young by building nests, and finding the appropriate location—pond or leaf—to lay their eggs. 

What part of these changes in plants and animals is important for children to learn about? How should we support children’s learning about the changes that we think are important?

Pointing to a possible bird nest.

Noticing, observing over time, documenting and describing, and communicating the observations and what they mean is the work of scientists and are part of the NGSS practices of science and engineering. Children do this work too when they first comment on a bird with a beak full of grass flying into a bush. And follow up by peering into the bush (but only once so as not to disturb the birds), and later, after listening to the constant cheeping coming from the bush, tell you they think baby birds have hatched from a nest in the bush.

Child’s drawing of the observed caterpillar.

Children may measure the growth of bean plants, and search under logs for (non-stinging) ants that appear as the weather warms. They may look in identification books to find out what their discovered caterpillar eats so they can care for it as it matures, pupates, and eventually emerges as an adult butterfly or moth. Describing observations and what they mean develops children’s understanding of both the living organism and the practices of science. They learn that organisms may change in shape as well as size as they grow, an idea they can relate to their own lives and to other organisms.

Frog life cycle poster.

By supporting children’s investigations into these kinds of changes we are helping them understand the nature of science as well as gain information about particular organisms. Some changes in living organisms may not be available for first hand observations. If children do not have access to a natural area, such as a pond where frogs lay their eggs, should we teach them about frogs, the structure of their bodies and their life cycle? 

What experiences will be most meaningful for them and most memorable? What will teach them the most about the needs of living organisms—the sight of ants hurrying away, carrying eggs, when their nest is disturbed or a reading a book about ants? All children should have access to both first hand observation experiences and informational resources.