Issue link: http://educator.cta.org/i/1419056
programs work online and in person and utilize scientists and classroom teachers, who collaborate on the creation of workshops, experiments and other programs. rough state fu n di n g , pr iv at e d on ati on s and grants, teachers receive s t i p e n d s t o p a r t i c i p a t e i n most workshops, which occur outside of school time. There i s a l s o a S u m m e r In st itu t e for educators and a science teacher induction program. Dai sy Yeung, a science coach for the Sequoia Union High School District in Redwood City, began professional development at the Teacher Institute as a second-year high school science teacher in 2009. "I reached out to them," says the Sequoia District Teachers Association member. "It's unique, because instead of offering the same workshops over and over, they are constantly developing new classes, updating their curriculum, and responding to the needs of teachers and changes in education." Yeung spent a year as a teacher in residence at the Explor- atorium, working with scientists and helping to create professional development. en she returned to her district as an instructional coach and continues her affiliation in the Exploratorium's K-12 Science Leader Network. "I love that the Exploratorium builds community among science teachers almost like a family," she says. "ey sup- port you in ways you never realized that you needed. And you have so much fun at the workshops. ere's a sense of playfulness. When I return, I'm excited and rejuvenated, which trickles down to the students." Jacob Aringo, a STEAM (science, technology, engineer- ing, arts and math) teacher at Hoover Middle School in San Francisco, says professional development and working with the Teacher Institute have transformed how he teaches and interacts with students. "Now, in my class, we explore phenomena by asking students, 'What do you notice?' I've noticed the kids have become more engaged and more interested in exploring. We do a lot of activities that allow students to conceptually and/or physically break things apart to understand what each component does and then put them together to see how each c o m p o n e n t i n t e r a c t s w i t h other components." Aringo, a member of United Educators of San Francisco, participates in the K-12 Sci- ence Leader Network and has c o n d u c t e d a w o r k s h o p o n incorporating project-based learning into science instruc- tion . He was pleased to receive feedback from participants that they were able to use what they learned in their day-to-day lessons. Investing in science education for all I n O c t o b e r, s t a t e w i d e s c i e n c e leaders will convene at the Exploratorium to develop a blueprint to advocate for equitable K-12 science education. It is necessary, observes the National Academies of Science, because "many students, particularly students of color liv- ing in poverty and rural areas, lack access to high-quality science education across K-16, and have been shut out of many opportunities in STEM. As a diverse and innovative state, California should be investing in and prioritizing bet- ter, more equitable science education." e Exploratorium's staff are eager to get the message out that the museum can be an integral part of this effort. " We want to put the Exploratorium on the map as an organization that promotes equitable K-12 science edu- cation and supports teachers," says Lambertson. " We are pleased that more teachers and school districts are becom- ing aware of what we offer." "e Exploratorium is an excellent resource for science teachers," says Yeung. She adds that some educators are still struggling to implement NGSS, especially at the secondary level where there is less support from the state. "I recom- mend that educators visit the Exploratorium's website and begin by checking out the hands-on activities that can be done easily. It's about fun, learning, and yes, exploring." "It's all about inquiry-based learning and taking a constructivist approach to learning and teaching. I've noticed the kids have become more engaged and interested in exploring." —Jacob Aringo, United Educators of San Francisco Jacob Aringo conducts an experiment with cabbage, using it as an acid-base indicator. 38 cta.org Teaching & Learning