Re: How to use $20,000 to improve math/science?
Chuck Gaston (CAG9@PSUVM.PSU.EDU <CAG9@PSUVM.PSU.EDU>)
Wed, 6 Mar 96 12:29 EST
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TEECH "LEAVING A LEGACY: Sustaining a Project After the Funding Ends"
Sent by: "Chuck Gaston" <CAG9@PSUVM.PSU.EDU <CAG9@PSUVM.PSU.EDU>>
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>
>The foundation has a new corporate sponsor that wants to fund a program to
>improve science and math education, probably in grades 5 - 12. I just
>talked with the foundation officer, who said that the new program will most
>likely be to provide science materials, through competitive grant proposals
>from teachers.
>
>My response to her was that our experience shows that teacher training
>would probably have much larger effects, that materials go unused or are
>poorly used, particularly up through grade 8. I suggested that teacher
>training would likely be a much better use of the money (which is about
>$20,000, apparently). What do you think of this?
>
>Her question, which I pose to you, was, "How do we get effective teacher
>training in math and science with $20,000?"
My guess is that personal contact at the local level would be the most
effective way to improve K-8 math and science teaching. Rather than bringing
together a bunch of teachers from a wide area, to learn about one particular
approach to improving math and science teaching, send someone out to the
schools, to offer tailored advice on how to improve each school's program.
I suspect that those teachers most in need of help are least likely to
attend a meeting. They also may be least likely to accept advice, but
perhaps if that advice involved relatively minor change, and were aimed at
a need already recognized and articulated by the teacher ....
The people sent to schools to offer advice must be exceptional. They must
be knowledgable (of a wide variety of ideas), flexible (able to approach a
problem from many different viewpoints), empathetic (with the teachers they
are trying to help), imaginative (to suggest specific solutions tailored to
individual needs) and available (for further contact).
A person offering advice to teachers should be someone who is or has been
"in the trenches", not an "ivory tower educator". That person also should
have a good network of contacts -- it is *not* necessary to have all the
answers immediately. (I am suspicious of people who claim that they do.)