DOCUMENT RESUME ED 377 080 SE 055 662 AUTHOR White, Arthpr L.; Klapper, Michael H. TITLE Teaching as a Profession. INSTITUTION National Center for Science Teaching and Learning, Columbus, OH. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE [93] NOTE 8p. AVAILABLE FROM National Center for Science Teaching & Learning, 1929 Kenny Road, Columbus, OH 43210 ($1). PUB TYPE Reports General (140) EDRS PRICE MFO1 /PCO1 Plus Postage. DESCRIPTORS *Educational Change; Educational Research; Elementary Secondary Education; *professional Development; *Science Instruction IDENTIFIERS *National Center for Science Teaching and Learning ABSTRACT The National Center for Science Teaching and Learning (NCSTL) located at The Ohio State University conducts research on factors that while influencing the teaching and learning of science are generally outside teacher control. This NCSTL digest deals with the professional status and responsibility of science teachers in schools. While giving lip-service to teaching as a profession, few have been willing to establish the work environment that would promote and sustain the professional teacher. In this digest, projects of the NCSTL are described that explore the facets of science teacher responsibilities; the barriers that discourage and the resources that contribute to teacher professionalism. (PR) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * from the original document. *********************************************************************** Arthur L. White and Michael H. Klapper U.& DEPARTMENT Of EDUCATION Office of Educational Rematch and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 21 This document has been reproduced as received born the person or organisation originating it. 0 Minor changes have been made to improve reproduction quality 104 Research Center Pants of view or' opr mons stated in [his docu- 1314 Kinnear Rood ment do not nocsuarily represent official OE RI position or policy Columbus, Ohio 43212 2 BEST COPY AVAILABLE ihing A 415 U MI olimmumummummaummusium Arthur L White and Michaai L Mapper Outline The NCSTLan introduction Purpose of the Digest Teaching as a Profession Introduction Professional Status of Teachers NCSTI Research Projects Action Research Partnership - I Partnership - II Factors Related to Perceptions a Profession of Teaching as This Digest was compiled and written by Dr. Arthur L White, Director, and Dr. Michael H. Klapper, Co-Diredcr, of Nan., and edged by Michael Aiello, Program Manager. The content represents the work and input of the entire NCS71. stag in particular Dr. Donna Berlin, Focus Area 5 Cooranceor, and Dr. Philip Heath, Focus Area 2 Coordinator. /211'04? 104 Rosoorch " " ?Z;41 1.101 1314 Kinn.ar Rood Columbus, OH 43212 3 1 reform that ultimately must be the respoluaxIty of the teacher. For teachers to effect lasting changes that will update and enrich students' understanding, we in the U.S. must provide teaches President Bush has dedared that by the year 2000, "U.S. students with the opportunities to make thoughtful, informed decisions, will be first in the world in science and mathematics achieve- the flexibility to use reseerces in more productive and innovative ment" However, there are barriers to that goal. The American ways, and the incentives for the improvement of performance. We public has a poor understanding of science and mathematics must institutionalize the attitude that a teacher's continual procases and content College student interest in mathematics reflection, within the school setting, on the activity in his or her and the sciences has declined dramatically over the past decade. classroom is vital. We must construct avenues for communica- And we have tiled to attract more minority and women students, tion, and collaboration among and between teachers, administra- major pools of talent, into mathematics and science. Each of tors, parents, students, corporate America, policy and decision these well documented problems challenge the science education makers, and the public. And we must provide teachers adequate community to consider changes in and even the dramatic support as they participate in today's curriculum standard-setting restructuring of science education in U.S. schools. We agree with and reform efforts. Without these commitments to our teachers, Fowler' each of us has a responsibility to help our children as professionals, we shall not move toward the vas of true realize, and not squander, their talents and potential. reform and excellence in our schools. Without these commit- ments we will find today's problems and crises again in the At the National Center for Science Teaching and Learning future. (NCSTL) we conduct research on factors that while influencing the teaching and learning of science are generally outside teacher control. Included among these factors, that we call "external", are NCR Professional Status of Teachers social and cultural influences, public incentives and perceptions, political and economic forces, the impact of new technologies, Research Projects and integrated teaching and learning of science and mathematics. Our research into external factors is dedicated to informing the The NCSTL is involved in three studies that look at the factors national efforts for the improvement of science teaching and influencing the professional status of K-12 science teachers, and learning and thus for the renewal of our schools. that explore enhancing that status. One is a study at an action research program; the other two deal with the development of partnerships between science teachers and university or industry Purpose of the NCS11. Digest scientists. The next sections provide brief descriptions of these projects with particular attention to those aspects not generally Our purpose in publishing the NCSTL Digest for teachers, found within the educational setting. We then discuss possible parents, children, and school policy makers is to consider how insights gained from this work, explorations of other changes we all might improve the teaching and learning of science. This issue from the traditional, and the lessons teachers, parents, decision- of the Digest deals with the professional status and responsibili- makers, and students might draw from our experiences. For all of ties of science teachers in our schools. While giving lip-service us, as members of this society, must constantly observe the to teaching as a profession, few in the nation have been willing school experience so that together we can identify and build to upon establish the work environment that would promote and sustain success while recognizing and correcting failure. the professional teacher. At the National Center for Science Teaching and Learning we have been exploring: the facets of Action Research science teacher responsibilities; the barriers that discourage and the resources that contribute to teacher professionalism. One critical challenge for our national educational system is to bridge the gap between research and practice to ensure that researchers work on problems relevant to practitioners, and that practitioners are aware of useful research findings. In the third edition of the Handbook of Research on Teaching, a project of the American Educational Research Association, White and Introduction Tisher2 noted that while the science education research con- ducted over the last decade has had little impact on practice, While our society expects teachers to be professional in fulfilling there have nonetheless been research-based advances derived their responsibilities, we rarely treat them professionally. For from the collaborative efforts of researchers and practitioners. example, there is generally insufficient time in the school day for teachers to design new teaching and learning activities. There are Action research involves teachers as integral members of insufficient opportunities and incentives to develop the knowl- research teams engaged in classroom-based inquiry; teachers as edge and skills teachers need for self-inquiry into their teaching professionals observe in their own classrooms and reflect upon methods and strategies. The available support systems and their own practice in order to improve the educational experi- resources (e.g., networks for teachers; space, equipment, facili- ences of their students. The action research project supported ties, and supplies; flexible scheduling and school structure; and jointly by the Ohio Board of Regents, The Ohio State University- infrastructure for communication with and involvement of Newark, and NCSTL was designed to determine: administrators, parents, and the community) are inadequate for the meaningful and effective implementation of a curriculum 4 3 the participants experience a variety °Eclat* souseesand lion how teachers' participation in action research collection procedures (e g., ardival records, observations &id projects influences their proksional and personal notes, interviews, artifact collection) and data analysksstrateffies attitudes and perceptions. (e.g., coding, categorizing, inductive analysis, triangulation, data displays, database manipulation, and descriptive narration). esearch how teachers' participation in actior partici- classroom implementation During the third phase projects affect their views on both education research pants design, implement, and analyze their own classroom and curriculum and instruction reform efforts. research plan. Each participant receives ten graduate hours of tuition-free course credit, funds for one-half day of substitute Also embedded into the project were the specific aims a teacher support, expenses to cover a two -day retreat for reporting and reflecting on the results and the experience, resources as encouraging and supporting the professional needed (e.g., assessment instruments, books, equipment, development of teachers. software, and video tapes/disks), and advice and encouragement from the university researchers and staff. encouraging teachers' application of research in the improvement of classroom practice. As a result of their action research involvement in the implemen- tation of their own innovations in their own classrooms, teachers' developing and disseminating effective innovative attitudes toward and perceptions of research, development, and methods and materials that have been dassroom- evaluation do become more positive. Moreover, they display an tested through action research. increased self-confidence for inquiry and self reflection on activities in their own classrooms. These teachers develop promoting collaboration between institutions of stronger feelings of personal professionalism in that they come to higher learning, state educational systems, teachers, appreciate the importance of their own capabilities and profes- and administrators. sional responsibilities for identifying and making the curricular and instructional changes (reforms) needed to move our educa- providing collaborative, researcher and practitioner, tional system toward the stature of world-class quality. Thus, identification of educational needs, problems, and teachers can become more deeply immersed in a chalk aging and solutions. increasingly complex profession. We suggest that institutionaliz- ing action research into teacher preparation programs and into developing teacher leadership in the implementa- the activities of practicing teachers benefits both educational tion, evaluation, and dissemination of innovations in research and the teaching profession because of the opportunities teaching and learning; to: view educational problems from teacher and providing teachers knowledge of and experiences in teaching perspectives. classroom-based research. inform classroom practice in order to improve In action research projects teachers actively develop, implement, teaching and learning. and evaluate new learning experiences for their students and observe their own teaching. However, before assuming the role of eliminate traditional hostilities and the distrust of leader in an action research project, the teacher must have the teachers for researchers, and vice versa. opportunity to acquire the appropriate knowledge and skills. These include library search strategies, basic concepts and enroll those directly involved in attempts to solve principles of research design, sampling, measurement, statistical inference, data analysis, and interpretation of data related to both classroom problems. quantitative and qualitative methods. Additionally, opportunities must be available for encouraging, recognizing, and supporting Partnership , the teacher as a leader in: i) identification of educational prob- lems for research; ii) design of studies; iii) implementation of research plans, iv) data c Alection; v) data organization and A partnership, based on equality and shared responsibility analysis; vi) interpretation of results; and vii) communication and between teachers on the one hand and scientists and engineers in dissemination of research findings. university, business, or industry on the other, offers another route towards enhancing the professional $tatus of teachers. This There are three phases to the Ohio State action research pro- one conclusion is emerging from two NCSTL pi;ot projects gram: pedagogical awareness; research, development, and that matches middle school science teachers with faculty at The evaluation concepts and skills; and classroom implementation of Ohio State University, and one that studies development of innovation and research plans. During the first phase peda- linkages between elementary schools and the private sector. The gogical awareness the participants explore selected innovative major goals of both studies has been to identify common charac- practices from current educational trends. Recent topics, for teristics among successful partnerships and to develop guidelines example, have dealt with new science and/or mathematics for partnership replication. In this section we shall describe education curriculum, instruction, and assessment standards. During the second phase research, development, and evalua- 4 briefly the middle school program and in the next section the science experience and expertise of teacherg participants* "elementary program, proached by other teachers to provide help in such area as grant proposal writing or new unit development. There are several problems facing science education at the middle school level. These include: Our speculations on the relationship of the partnership program to these outcomes are: insufficient funds to incorporate equipment-oriented teaching units into the classroom. The teachers felt that selection for participation and funding by a major university, Ohio State, and a administrative school S.--.'"ures that limit the national research center, the NCSTL, brought their classroom flexibility so mien vital for successful science efforts to the attention of their administration and units. colleagues. isolation of science trained teachers due to their small Positive reactions and a focus of attention on science numbers at this educational level. teaching came from press releases placed in local papers describing the award winners and the nature of insufficient opportunities for teachers to keep up with their participation in the partnership program. the Latest developments in content of and teaching methods for the various sciences. Significant changes became possible because of building administrator support actively encouraged NCSTL has developed a partnership program that provides awards through special efforts of the Program Directors to to science specialist middle school teachers. These awards provide include the principals in the partnership activities. support for the design and implementation of new curricular units by those teachers. Included are: i) $1000 for the sole use of The award of discretionary funds to the teachers and the participating teacher and $250 for discretionary use by the the challenge of developing units based entirely on administration in support of any science education effort in the their own perceived classroom needs and utilizing building; ii) room and board expenses for the participating their own expertise appear to have energized the teacher to attend three meetings at the NCSTL; and iii) pairing of teachers to look at their roles in new ways. each participant with an appropriate science or technology expert from a university in most cases Ohio State. The criteria Although our work is still preliminary, our research concerning specified for these new curricular units are that they be: i) for partnerships shows that the greatest advantage in such relation- grades 5-8; ii) 6-10 weeks in length; iii) integrated into current ships may lie not with the outside resources per se, or with the curriculum; iv) assessed according to a specified plan; and v) curriculum which is produced within the classroom, but with the supported by the school administration (e.g., through additional changes in teachers' perceptions of themselves. Apparently, when financial support, administrative participation, provision of middle school teachers receive financial resources for which they teacher release time, etc.). (not an administrator) are responsible, and when they have collaborative interaction with content experts, they perceive that We observed the following results from this partnership program: their professional status is enhanced, a self perception that we can hope will also enhance their performance. This perception useful and creative science curriculum units were coupled with the changes that schools make in response (e.g., conceived, designed, developed, and implemented in restructuring the school schedule to accommodate the sugges- the classroom within one year in almost all cases. tions and curriculum reform efforts of teachers) may help to establish a newly won professional status and to empower teachers who were in the builcings where the partici- teachers. Changing the role of the teacher may in turn bring pants were located but who were not a part of the about more stable institutionalized reform. original group often became actively involved. Thus, there is a tentative conclusion with practical consequences. the participants' professional status, as perceived by The apparent success of this project to date suggests that some of others and by the participants themselves, was the funds currently being spent by local, state, and federal enhanced. agencies on in-service workshops should be invested into direct awards and partnership support systems for teachers It may be The last of these observations was particularly striking and was both cost efficient and effective to complement the in-service evidenced by: participants who were recipients of special teacher workshop injection of content by also providing direct support to awards during that school year; one teacher's reassignment from teachers who at their discretion introduce their own curricular a basement room to more appropriate classroom space for science improvements. at an upper level; the successful effort by participants at one school to modify the school day schedule so as to accommodate interdisciplinary teaching and learning needs; successful acquisi- tion by some teachers of additional grant funds from other outside sources; reassignment of teaching staff to better utilize 6 5 BEST COPY AVAILABLE I What if any impact does the relationship have an the Parkardip business? American business supports community educational How are the participants in such partnerships Business has both an impor- .- and lumen services affected by the experience? tant civic duty to support public education and good busbness reasons to do so. Many business leaders see Can such partnerships further positive changes in their stake as consisting of a steady flow of qualified science education? workers, a working populace that buys goods and services, and conunwrity goodwill that supports It is still too early to draw definitive conclusions from this study. business.3 However, we would argue tentatively that effective partnering will need: deep commitment, which includes the willingness to invest The business community has shown an interest in providing sufficient resources, on both sides; careful planning with mean- individuals and resources in the attempt to catalyze needed change ingful input into all aspects o7 `.:le joint project from all individu- in local schools and in the community and state policies that als involved in the partnership; and a clear understanding impact upon science education. One might expect such interest, between both parties of the motives and goals that each brings especially now that workers will need new knowledge and skills for into the relationship. We have also observed that innovative adapting to new technologies, work methods, and markets. One practice and content may result from the partnership and that way to involve business in education is the school/business participants from both sides have derived strong personal partnership, which has potential benefits for both partners. For the satisfaction from the effort schools these benefits include: informing students, teachers, and administrators of work place needs providing schools with additional human and material resources; providing students and Factors Rekrted to Perception of teachers opportunities to participate in work place experiences; introducing teachers to new knowledge and skills brought by the Teaching as a Profession business partner; and providing additional community support For business/industry there are the opportunities: to work with a Because the action research and partnership projects we have student population that will constitute both future work force and described so briefly are still unfinished, the observations drawn consumer, to participate directly in and thereby influence the from them remain to be refined. Nonetheless, it may be profitable educational process that helps mold our nation's future; and to to consider a possible relationship between the support services establish interest in the communities within which they operate. and incentives these three research programs provided teachers and the potential for change in teachers' professional sta.us It is, therefore, not surprising that school/business partnerships within the educational system. The following is a list of these are being established in numerous school districts and communi- services and incentives, although each item on the list was not ties. Regardless of their popularity, however, there appears to be included in all three programs. little documentation of successes and failures outside of the anecdotal stories ending with the observation of how wonderful a forum for teachers and others to share ideals, ideas, the experience has been for everyone. For this reason the NCSTL concerns, problems, solutions, successes, and failures has been observing partnerships between elementary school related to the efforts to improve teaching and learning. teachers and individuals from businesses in the Columbus, Ohio area. These partnerships, sponsored by the Science and Mathemat- discretion for funds for teachers to use at t' ics Network of Central Ohio, have been based on the premise that instructional and professional development needs (e.g., school/business partnerships can and should introduce into the projects, materials, field trips, technology, services, participating schools both the impetus and the means to effect meetings). science and mathematics education reform. With this as the working premise, there were a number of questions prompting the ready access to local, state, and national communica- study. tion systems (e.g., E-mail, data processing systems, How do successful partnerships form in terms of networks, bulletin boards, 1-800 numbers) for structure and administration? teachers.4 What do the participants of the partnership see as ready access to print materials, video equipment, advantages for their participation? manipulative, software, technology (e.g., calculators, computers, VCR, cameras) for use in science instruc- What defines a successful partnership? tion. What if any benefits accrue to student learning? ready access and support for science teachers from professionals/experts (e.g., science, technology, science Are any substantive changes observed within the education, research). school? opportunities to interact and collaborate on a regular 7 6 basis with other teachers at the sans and at diffettnt How do we build "community' among Wachessopmar1/4, grade levels. students, decision-makers (e4., legislators, business so industry, work force representatives, administratoes)? institutional support available to the school building (principal) to encourage and facilitate teacher innova- How do we best communicate to the public a realistic view tion and inquiry. of what teachers need related to what is expected of them by society? flexibility in school scheduling within the day, the How do we best inform the public about the value and week, the term, and the year so as to be adaptable to needs of teachers? special curricular needs. How do we develop an effective community support system? a social and professional support systems of peers and collaborators (e.g., teachers with teachers, teachers with Administrators, teachers, parents, scientists, science educators, university faculty, teachers with corporate America). representatives of the corporate world, policy makers, decision- makers, and the public should all participate actively in the public recognition and commendation of educational educational system and should work to obtain the resources, programs and teachers (e.g., newspaper, video, and incentives, and respect for teachers that their task requires and television coverage). deserves. The NCSTL is committed to the continuation of research into the factors that influence the status of the teaching letters of commendation of teachers to principals, profession. We hope that each of you will join in and contribute superintendents, supervisors, and school boards. your perceptions and expertise to this effort. For significant, long- lasting reform in our complex social, economic, political, and publicly expressed appreciation for the capabilities academic educational system requires attention from us all. and responsibilities of professional educators. customized prop_ _tonal development opportunities for teachers. especially designed university graduate programs and courses for teachers. 1 Fowler, C.(1992) "One nation, undercultured and underqualified,"American Music Teacher 41(4), 30-8. . portunities for graduate student teaching, graduate student research, and study leave of absence support for 2 White, R. T., and Tisher, R. P. (1986) "Research on natural teachers. sciences," in M. C. Wittrock (Ed.), Handbook of Research on Teaching Third Edition (Macmillan Publishing Company, New encouragement, assistance, and incentive to teachers York, NY) pp. 874-905. in seeking outside funding for improvement of science teaching and learning in their classrooms. 3 Carnegie Council on Adolescent Development (1989) "Turning points: Preparing American youth for the 21st century." The questions we shall continue to pose will deal with whether (Carnegie Corporation of New York,NY) p.76 and how these various factors do contribute to changing both public attitudes and perceptions of science teachers and science 4 NCSTL in cooperation with the School Science and Mathemat- teachers own self - perception. But we must all be aware also of ics Association and support from the National Science Founda- other important unanswered questions. tion provides the opportunity for teachers of science and math- ematics to network with other teachers, faculties of higher How do we provide teachers with the time and motivation education institutions, business and industry representatives, and necessary to reflect and to apply their professional expertise? local community members. This activity helps to develop and maintain a cadre of science and mathematics advocates with a How can we provide even the most rudimentary communi- strong commitment to and expertise in science and mathematics cation technology, such as telephones and modems, to education. It also strengthens the links between administration, teachers, in an age when technology is commonplace in teachers, and the technology experts in business and industry. most business and professional offices? How do we develop and arrange for flexible scheduling and alternative schooling experiences that would allow teachers' the in-depth studies of their students in their particular area of interest and expertise? S 7