SPEAKERS CONTENTS INSERTS
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78–231PS
2002
THE 2001 PRESIDENTIAL AWARDEES
FOR EXCELLENCE IN MATHEMATICS
AND SCIENCE TEACHING: VIEWS
FROM THE BLACKBOARD
HEARING
BEFORE THE
COMMITTEE ON SCIENCE
HOUSE OF REPRESENTATIVES
ONE HUNDRED SEVENTH CONGRESS
SECOND SESSION
MARCH 20, 2002
Serial No. 107–55
Printed for the use of the Committee on Science
Available via the World Wide Web: http://www.house.gov/science
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COMMITTEE ON SCIENCE
HON. SHERWOOD L. BOEHLERT, New York, Chairman
LAMAR S. SMITH, Texas
CONSTANCE A. MORELLA, Maryland
CHRISTOPHER SHAYS, Connecticut
CURT WELDON, Pennsylvania
DANA ROHRABACHER, California
JOE BARTON, Texas
KEN CALVERT, California
NICK SMITH, Michigan
ROSCOE G. BARTLETT, Maryland
VERNON J. EHLERS, Michigan
DAVE WELDON, Florida
GIL GUTKNECHT, Minnesota
CHRIS CANNON, Utah
GEORGE R. NETHERCUTT, JR., Washington
FRANK D. LUCAS, Oklahoma
GARY G. MILLER, California
JUDY BIGGERT, Illinois
WAYNE T. GILCHREST, Maryland
W. TODD AKIN, Missouri
TIMOTHY V. JOHNSON, Illinois
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MIKE PENCE, Indiana
FELIX J. GRUCCI, JR., New York
MELISSA A. HART, Pennsylvania
J. RANDY FORBES, Virginia
RALPH M. HALL, Texas
BART GORDON, Tennessee
JERRY F. COSTELLO, Illinois
JAMES A. BARCIA, Michigan
EDDIE BERNICE JOHNSON, Texas
LYNN C. WOOLSEY, California
LYNN N. RIVERS, Michigan
ZOE LOFGREN, California
SHEILA JACKSON LEE, Texas
BOB ETHERIDGE, North Carolina
NICK LAMPSON, Texas
JOHN B. LARSON, Connecticut
MARK UDALL, Colorado
DAVID WU, Oregon
ANTHONY D. WEINER, New York
BRIAN BAIRD, Washington
JOSEPH M. HOEFFEL, Pennsylvania
JOE BACA, California
JIM MATHESON, Utah
STEVE ISRAEL, New York
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DENNIS MOORE, Kansas
MICHAEL M. HONDA, California
C O N T E N T S
March 20, 2002
Witness List
Hearing Charter
Opening Statements
Statement by Representative Sherwood L. Boehlert, Chairman, Committee on Science, U.S. House of Representatives
Written Statement
Prepared Statement by Representative Ralph M. Hall, Minority Ranking Member, Committee on Science, U.S. House of Representatives
Prepared Statement by Representative Constance Morella, Member, Subcommittee on Research, Committee on Science, U.S. House of Representatives
Prepared Statement by Representative J. Randy Forbes, Member, Subcommittee on Research, Committee on Science, U.S. House of Representatives
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Prepared Statement by Representative Jerry F. Costello, Member, Subcommittee on Research, Committee on Science, U.S. House of Representatives
Witnesses:
Ms. Susan Doehlert Kielb, Middle School Math Teacher, Tappan Middle School, Ann Arbor, MI
Oral Statement
Written Statement
Biography
Ms. Jana Darcee Rowland, Elementary Science Teacher, Hydro-Eakly Elementary, Hydro, OK
Oral Statement
Written Statement
Biography
Mr. Bill H. Schrandt, Secondary Mathematics Teacher, Valley High School, Albuquerque, NM
Oral Statement
Written Statement
Biography
Dr. Frances Scelsi Hess, Secondary Science Teacher, Cooperstown High School, Cooperstown, NY
Oral Statement
Written Statement
Biography
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Discussion
Teacher Recruitment/Retention
Mentoring Role
Mentoring/Facilities/Testing
Inspiring Students to Enter Math and Science Fields
Parental Involvement
Educators' Tips for Success
Concluding Remarks
Appendix 1: Additional Material for the Record
Comments from Catherine M. Glover
Comments from Mandy Frantti
Comments from Margaret F. St.Clair Coryer
THE 2001 PRESIDENTIAL AWARDEES FOR EXCELLENCE IN MATHEMATICS AND SCIENCE TEACHING: VIEWS FROM THE BLACKBOARD
WEDNESDAY, MARCH 20, 2002
House of Representatives,
Committee on Science,
Washington, DC.
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The Committee met, pursuant to other business, at 11:09 a.m., in Room 2318 of the Rayburn House Office Building, Hon. Sherwood Boehlert (Chairman of the Committee) presiding.
78231a.eps
HEARING CHARTER
COMMITTEE ON SCIENCE
U.S. HOUSE OF REPRESENTATIVES
The 2001 Presidential Awardees
for Excellence in Mathematics
and Science Teaching: Views
From the Blackboard
WEDNESDAY, MARCH 20, 2002
10:30 A.M.–12:30 P.M.
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2318 RAYBURN HOUSE OFFICE BUILDING
1. Purpose
On Wednesday, March 20, 2002, at 10:30 a.m. the House Committee on Science will hear teachers' perspectives on how the Federal Government can help improve K–12th grade science and math education. Testifying before the committee will be four teachers representing elementary, middle, and secondary math and science educators. Each of the panelists received the 2001 Presidential Award for Excellence in Science and Mathematics Teaching, which were just announced.
2. Background
The Third International Mathematics and Science Study (TIMSS) in 1995 and the Repeat Study in 1999 (TIMSS–R) demonstrated that while American fourth-graders performed well in both mathematics and science in comparison to students in other nations, United States eighth-graders performed near the international average, and U.S. twelfth graders scored below the international average. In fact, in the twelfth-grade category, the U.S. scored among the lowest of the TIMSS nations in mathematics and science general knowledge as well as in physics and advanced mathematics.
The 1999 TIMSS Benchmarking Study provided an opportunity for educators to assess the comparative international standing of their eighth grade students' achievement and to evaluate their mathematics and science programs in an international context. Districts such as the Naperville School District in Illinois, the First in the World Consortium in Illinois, and the Michigan Invitational Group performed at a level comparable to the top-scoring Asian nations—including Singapore, Republic of Korea, Chinese Taipei, Hong Kong, and Japan—in science and just below these top—performing nations in mathematics.
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However, while some districts clearly demonstrate top-notch performance, students in the United States as a whole perform at or below the international average. Some of the factors that are correlated with student performance are variables that schools cannot control, such as student household income, and parental educational level and involvement. Still, other factors known to impact student performance such as uninterrupted class time-on-task, good pedagogy, sufficient teacher planning time, solid academic preparation of teachers, and stimulating professional development opportunities are more directly affected by school policies.
3. H.R. 1858, the National Mathematics and Science Partnerships Act
Last year the House Science Committee responded to these challenges by developing legislation to increase funding for K–12th grade science and mathematics education programs at the National Science Foundation (NSF). H.R. 1858, the Mathematics and Science Partnerships Act, introduced by Chairman Boehlert and Ranking Minority Member Hall in May of 2001, unanimously passed the House of Representatives on July 30, 2001. The Senate companion bill, S. 1262, was introduced by Senators Rockefeller, Roberts and Kennedy and is pending before the Committee on Health, Education, Labor and Pensions. This bill authorizes the NSF to spend $1.5 billion over the next five years to stimulate the development of innovative elementary and secondary mathematics, science, engineering and technology education programs and opportunities across the United States. Selected programs are described below.
Mathematics and Science Partnerships
H.R. 1858 authorizes the creation of the Math and Science Partnerships program, first described in the President's No Child Left Behind plan. This program, now in its first year, provides $160 million to institutions of higher education working in partnership with schools and school districts to reform math and science education through teacher education, teacher professional development, and curriculum reform ($200 million was authorized by H.R. 1858 and has been requested by the President for FY03).
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Research Opportunities for Teachers
The bill also authorizes a partnership program through which universities can provide stipends to math and science teachers to allow them to participate in university or industry research where they can work side-by-side with their academic and industry peers. The bill also authorizes the establishment of a fellowship program to enable K–12th grade teachers to participate in cognitive science, behavioral and learning research at universities.
Noyce Scholarship
The current and projected teacher shortages—especially in the areas of science and mathematics—is a clearly recognized national problem. H.R. 1858 authorizes the Robert Noyce Scholarship Program, which provides financial support to students earning degrees in mathematics or science, or to professionals who already hold degrees in these areas, to pursue careers in teaching and to earn post-baccalaureate teacher certification credentials. The Noyce Scholarships program is authorized at $20 million per year. The program received $5 million in the FY 2002 and the President has requested funding as part of his FY03 budget request.
Digital Library
H.R. 1858 authorizes increased funding for the National STEM Digital Library aimed at disseminating curricular information and peer-reviewed educational materials to teachers via the Internet.
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Education Research
In recognition of the disconnect between the science of learning and the practice of teaching, H.R. 1858 authorizes $12 million per year for each of the next five years to support multidisciplinary research centers to conduct cognitive science research and to integrate those results into educational practice.
4. H.R. 100
In 2001, the Committee also unanimously passed H.R. 100, which was introduced by Congressman Ehlers (R–MI). This bill, which received referral to the Senate Health, Education, Labor and Pensions Committee on July 31, 2001, would establish a grant program at the National Science Foundation (NSF) to provide funds to institutions of higher education to train master science and mathematics teachers who would serve as curriculum specialists, resource teachers, mentors, and laboratory coordinators in K–9 classrooms. Grant funds would support master teacher training, provide master teachers with mentors, assist teachers in implementing the master teacher program in their schools, and provide master teachers with a training stipend.
Beyond the master teacher program, this bill would require the National Science Foundation and the Department of Education to distribute information to high school students about the course of study in college necessary to become a science, math, engineering or technology teacher. In addition, the bill would require the National Academies of Science and Engineering to conduct a review of existing studies on the effectiveness of technology in the classroom and would establish a competitive, merit-reviewed grant program at NSF to award funds to institutions of higher education to provide research opportunities to elementary and secondary school students via the Internet.
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5. The 2001 Presidential Awardees for Excellence in Mathematics and Science Teaching
Teachers are clearly at the front line of all successful efforts to reform elementary and secondary mathematics and science education. Several studies have concluded that a well-prepared teacher, who majored or minored in a discipline that corresponds to their field of instruction, is the single most important predictor of student academic achievement. Surveys suggest that the central role of the teacher is clearly understood by the American public as well. More than half of the respondents in one survey believed that the quality and caliber of teachers was of greater importance than academic standards or student achievement tests in ensuring a superior education. David Haselkorn, one of the survey's authors concluded that, ''teaching is the essential profession, the one that makes all other professions possible.''
The Science Committee has assembled a panel of four winners of the prestigious 2001 Presidential Award for Excellence in Mathematics and Science Teaching. This award is the Nation's highest commendation for K–12th grade math and science teachers. Four awards for each state (and four federal jurisdictions) are made each year—one each for elementary math, elementary science, secondary math, and secondary science—for a total of 216 awards. Nominations from each state are reviewed at the state level and a national selection committee of distinguished scientists and teachers selects finalists. Each award includes a grant of $7,500 from the NSF to the recipient's school, as well as a citation signed by the President. The program was established by Congress and signed into law (P.L. 98–377) by former President Reagan in 1983. The law was amended in 1988 to include elementary teachers (P.L. 100–570).
In addition, at the conclusion of the formal hearing process, other awardees of the 2001 Presidential Award for Excellence in Math and Science Teaching who are in attendance at the hearing will be given the opportunity to make brief statements on the subject of K–12th grade math and science education. Their comments will be entered into the formal hearing record.
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The 2001 Presidential Awardees for Excellence in Mathematics and Science Teaching testifying before the Committee will be:
Susan Doehlert Kielb, a teacher at Tappan Middle School in Ann Arbor, Michigan. Ms. Kielb won her award for excellence in teaching mathematics at the middle school level. Ms. Kielb holds a Bachelor's degree in Biology, a Master of Science degree in Wildlife Biology, and Michigan Teacher Certification. She has been awarded several grants aimed at improving technology in her school and has been actively engaged in local and national programs aimed at improving mathematics instruction through the use of cooperative learning and technology. Ms. Kielb is a co-author of A Survey of the Birds of the Huron Mountains, which is currently in press, and has served as President, Vice President and Program Chair of the Washtenaw Audubon Society.
Jana Darece Rowland, a teacher at Hydro-Eakly Elementary School in Hydro, Oklahoma. Ms. Rowland won her award for excellence in teaching science at the elementary school level. Ms. Rowland holds a B.S. degree in Medical Laboratory Technology, a Master's degree in Early Childhood Education, is a National Board Certified Teacher in Early Adolescence Science and holds National Elementary Science Certification from the National Science Teachers Association (NSTA). Ms. Rowland participated in the Oklahoma Aerospace Academy for Teachers at University of Oklahoma and traveled to Japan on a Fulbright Scholarship to study Japan's educational system.
Bill H. Schrandt, a teacher at Valley High School in Albuquerque, New Mexico. Mr. Shrandt won his award for excellence in teaching mathematics at the secondary school level. Mr. Schrandt holds Bachelor's degrees in geophysics and mathematics in addition to completing hundreds of continuing education and professional development hours in education, geophysics, astronomy, and astrophysics. He has participated in numerous programs including the Summer Science Teacher Enrichment Project at Sandia National Labs and the Expanding Our Universe summer teacher workshops funded by the National Science Foundation at the National Radio Astronomy Observatory.
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Frances Scelsi Hess, Ed.D., a teacher at Cooperstown High School in Cooperstown, New York. Dr. Hess won her award for excellence in teaching science at the secondary level. Dr. Hess holds a doctorate in education from the Teachers College, Columbia University and has taught for thirty-six years. She has also been a supervisor of student teachers for over 19 years and has participated extensively in the development of Earth Science curricula, textbooks and assessment instruments. Dr. Hess has been awarded numerous grants to bring new Earth Science curricula and new technology to the classroom and has received several awards including the Sigma Xi Outstanding Science Teacher Award. She is an active member of Phi Delta Kappa, the National Science Teachers Association, Delta Kappa Gamma, and the Cooperstown Central School Faculty Association.
The panelists were asked to address the following questions in their testimony before the Committee:
What are the major problems that limit the performance of students and teachers, and what do you feel is the single, most important step that the Federal Government should take to improve K–12th grade math and science education?
Based on the involvement you have had with Federal math and science education programs or funding opportunities, what are the most important and effective components of these programs?
What elements of your pre-service or in-service training have been most helpful in meeting the daily demands of working with students, developing innovative classroom strategies, and delivering content-rich instruction to students of all levels and abilities?
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Chairman BOEHLERT. I am going to keep my opening statement brief so we can get to our impressive witnesses without further delay.
Let me just say, though, that there is no issue within our jurisdiction that I care more deeply about than science and math education, especially at the pre-college level. And I suspect that everyone of colleagues on this dais would say the same thing.
None of the other things that this Committee wants to do, whether it is understanding global climate change or completing the International Space Station, none of these things can be done unless we have the scientists and engineers to do the work, and as scientifically literate citizenry who will support it and learn from it. And, of course, there is only one way we can create those scientists and engineers and educated citizens, and that is through education starting from earliest childhood.
And who will do the educating? Parents, surely, for better or worse, the popular culture. But most critical are our nation's teachers. That is why one of the first hearings I held as chairman of the Committee was last year's Presidential Math and Science Teacher Awardees. And I promised them to make the hearing an annual event. And so today, we have our second annual hearing featuring these very special guests.
Now you would think that this sort of hearing would be happening all the time. But, unfortunately, that is not the case. Instead, Congress talks constantly about education, but it rarely listens. And it listens least of all to the most important experts, actual classroom teachers, the folks on the front lines of our nation's education system.
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So today's hearing offers us a rare opportunity to hear directly from teachers. And not just any teachers, but those who have been recognized as the best. So we are eager to hear from you, we are eager to hear what you have to say.
We want especially to learn how the Federal Government can help you do your jobs. Which Federal programs have been helpful, which have not worked. Please be candid. And we appreciate that candor. And as specific as you can be in your answers. And describe particular experiences that you have had. We hear policy prescriptions and theories all the time. We want to hear from you about life in the real world.
I must admit, though, that we are not without some prescriptions of our own. And I will be interested in your reactions to the programs the House approved as part of our Committee's bill, H.R. 1858, programs designed to create partnerships between universities, businesses and school systems, and to attract more top college students into teaching.
But before we begin, let me just congratulate each of you, not only for winning this prestigious award, but for doing the incredible work that enabled you to earn it. We want to hear from as many of you as time allows. So we will go through our usual hearing, listening to testimony and asking questions to our panel of four teachers. And then as we did last year we will open the floor for a while to comments from any of the other awardees who care to share some thoughts with us.
And finally, before I recognize—who am I going to—Mr. Etheridge. Mr. Hall has a statement. He is committed elsewhere. The statement will be made part of the personal record at this juncture.
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Just let me say, you provide us with inspiration. And we really appreciate what you do. We entrust to you the most precious thing in our lives, our kids. And we are with you every step of the way. We want to help you, we want to do the responsible thing from this end to make sure that you can do what we expect of you from your end. We are in this together. So before anything else, I want to stand up and applaud you. Thank you.
Now we have some very distinguished panelists. And we have got some people who are also distinguished in their own right who would like to have a comment or two about our panelists. The Chair is pleased to recognize Ms. Rivers for the purpose of an introduction.
[The prepared statement of Chairman Boehlert follows:]
PREPARED STATEMENT OF CHAIRMAN SHERWOOD BOEHLERT
I'm going to keep my opening comments brief so we can get to our impressive witnesses without further delay.
Let me just say, though, that there is no issue within our jurisdiction that I care about more deeply than science and math education, especially at the pre-college level. And I suspect that every one of my colleagues on this dais would say the same thing.
None of the other things this Committee wants to do—whether it's understanding global climate change or completing the International Space Station—none of these things can be done unless we have the scientists and engineers to do the work and a scientifically literate citizenry who will support it and learn from it. And, of course, there's only one way we can create those scientists and engineers and educated citizens, and that's through education—starting from earliest childhood.
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And who will do the educating? Parents, surely, and, for better or worse, the popular culture. But most critical are our nation's teachers. That's why one of the first hearings I held as chairman of this Committee was with last year's Presidential Math and Science Teaching Awardees, and I promised then to make the hearing an annual event. And so today we have our second annual hearing.
You'd think that this sort of hearing would be happening all the time, but, unfortunately, that's not the case. Instead, Congress talks constantly about education, but it rarely listens, and it listens least of all to the most important experts—actual classroom teachers, the folks at the front lines of our nation's educational system.
So today's hearing offers us a rare opportunity to hear directly from teachers—and not just any teachers, but those who have been recognized as the best. So we're eager to hear what you have to say.
We want especially to learn how the Federal Government can help you do your jobs. Which federal programs have been helpful and which have not worked? Please be candid and specific in your answers, and describe particular experiences that you have had. We hear policy prescriptions and theories all the time; we want to hear from you about real life.
I must admit, though, that we are not without some prescriptions of our own, and I'll be interested in your reactions to the programs the House approved as part of our Committee's bill, H.R. 1858—programs designed to create partnerships between universities, businesses and school systems, and to attract more top college students into teaching.
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But before we begin, let me just congratulate each of you, not only for winning this prestigious award, but for doing the incredible work that enabled you to earn it. We want to hear from as many of you as time allows, so we'll go through our usual hearing—listening to testimony and asking questions to our panel of four teachers—and then, as we did last year, we'll open the floor for a while to comments from any of the other awardees.
I'm eager to hear your testimony.
[The prepared statement of Mr. Hall follows:]
PREPARED STATEMENT OF REPRESENTATIVE RALPH M. HALL
Mr. Chairman, I am pleased to join you today in welcoming those who serve with distinction on the front lines of K–12 science and math education. Our witnesses, and many of their colleagues in the audience, have been selected to receive the prestigious Presidential Award for Excellence in Mathematics and Science Teaching.
I admire the skill and dedication of these outstanding teachers and extend my warmest congratulations to all of them.
There is no more important job than the one these teachers perform every day. Their efforts inspire the next generation of scientists and engineers, who will make the discoveries and create the technological marvels of the future. But equally important, they help prepare all children to function in an increasingly complex world, to be informed citizens, and to lead fulfilling lives.
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Most workplaces are becoming increasingly technological. By their efforts, science and math teachers help close the gulf between those with the training to thrive in this new work environment and those lacking the basic skills to qualify for the most rewarding and best paying jobs.
The Nation must take advantage of the human resource potential of all our people if we are to succeed in the international economic competition of the 21st century. We need more teachers such as the ones in attendance here today, who are able to engage and cultivate the interest of all children in science and math.
Today, the Science Committee has the privilege of hearing from some of the best science and math teachers in the Nation. We hope to learn what attracted you to teaching careers and what steps may lead to increasing your numbers. Any thoughts the panelists may have on an appropriate federal role in teacher recruitment would be welcome.
We are interested in what your experiences have been with federally sponsored professional development programs and activities to develop improved teaching materials. We would like to hear about the barriers teachers face in doing their jobs, and any recommendations on how these barriers may be overcome.
I am particularly interested in the views of our witnesses on how to improve the preparation of new teachers, what constitute effective professional development activities, and what factors influence teacher retention.
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Finally, I invite the views of our witnesses on the kinds of federal actions and programs that have been effective in improving science and math education, and welcome any recommendations they may have for improvements.
I congratulate the Chairman for convening a hearing to honor this distinguished group of teachers. Again, I want to offer my congratulations on your presidential awards. I appreciate your attendance before the Committee, and I look forward to our discussion.
[The prepared statement of Ms. Morella follows:]
PREPARED STATEMENT OF REPRESENTATIVE CONSTANCE MORELLA
Mr. Chairman, it is with great pleasure that I commend you on holding the 2nd Annual Hearing on the Presidential Awardees for Excellence in Mathematics and Science Teaching. Honoring these distinguished teachers is a wonderful tradition and I hope it will continue long into the future. We all owe a debt of gratitude to these dedicated educators, both for their hard work in the classroom and their willingness to come before us to today and educate us.
Members of this committee are keenly aware of our nation's lackluster performance in standardized measures of math and science education. We sponsor study after study and read report after report about what is wrong with the educational establishment. Yet we still can't seem to make significant inroads. Lobbyists from all over the political spectrum come to Washington to sell the proposal of the hour on how to save the system. We have an influx of ideas and an outflow of programs, but no apparent solution to the problem. We need to start listening to the folks at the front lines.
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It is a great honor to have some of those people before us today. They are the ones at ground zero. They are the ones where the rubber meets the road. They see both the triumphs and the failures every day. We need to hear their stories. We need to listen to their tales. We must let them teach us about the problems they face and what we can do to help.
There is no end of prominent educators in this room today and their experiences are just as myriad. They come from all areas of the country, from small districts to large, from rich ones to poor, from urban areas to the vast countryside. They represent the best American has to offer: a tradition of service and dedication to a cause much bigger then themselves.
In a former life, I considered myself among their ranks. Long ago, much longer than I would care to admit, I was a teacher. It is a noble calling and was a wonderful experience. But even then, it was something indescribable. The trials and tribulations, the highs and the lows were impossible to impart on someone. You had to experience it for yourself. I can't imagine how much truer that must be today. The issues educators face daily can not be written down neatly in a report or formulated in a simple study by policy makers and academicians. They must be described by the teachers.
The significant problems we face in education cannot be solved with the same level of thinking that existed at their creation. We need new insights and new approaches. I hope we will listen carefully to the teachers who are here today. They offer the best hope for breaking the cycles of failure in our school systems and creating meaningful reform. Thank you.
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[The prepared statement of Mr. Forbes follows:]
PREPARED STATEMENT OF REPRESENTATIVE J. RANDY FORBES
Thank you, Chairman Boehlert and Ranking Member Hall, for holding this important hearing today.
It's an honor to have before the Committee today four teachers who represent the best of their profession. I congratulate all of our witnesses for receiving the 2001 Presidential Award for Excellence in Math and Science Teaching. The teachers before us today are educating those who will lead this country—and the world—in creating, developing, and putting to work new ideas and inventions.
I think most of us here can think back to our childhood and recall at least one teacher that really made a difference in our education and our lives. I truly believe that one good teacher who has the ability to reach out and grab the attention of a lost student can make all the difference in a child's life. We owe it to our children to cherish and reward their best teachers.
Excellence in math and science education fosters our children's intellectual development, strengthens our educational system, and will keep America competitive in a global marketplace. I strongly believe our continued success in the international technological revolution depends heavily upon building our investments in math and science education.
The information and research based workplace of the 21st century requires that our students excel at the highest levels in math and science. Dedicated professionals such as the teachers before us today will ensure that we achieve our education goals.
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Again, Mr. Chairman, I thank you for holding this hearing today and I yield back the balance of my time.
[The prepared statement of Mr. Costello follows:]
PREPARED STATEMENT OF REPRESENTATIVE JERRY F. COSTELLO
Good morning. I want to thank the witnesses for appearing before our committee to discuss elementary and secondary math and science education. For years, the Science Committee has been actively conducting hearings on reform of elementary and secondary education to better student performance and has produced quality legislation to reverse a trend of inadequate interest and training in the science, math, engineering, and technology fields. Today's hearing continues this effort and gives us the opportunity to honor a group of teachers that have been recognized for their excellence as math and science teachers and to discuss factors influencing recruitment and retention of math and science teachers.
I am particularly alarmed that our students are far behind in math and science issues. Failure to engage more elementary and secondary students in these subjects has the direct effect of decreasing the number of math and science undergraduates and, consequently, graduate students. In addition, a failure to provide stimulating and challenging math and science education programs for all students leads to the development of a less-informed, less-discriminating citizenry. My wife, who is the Assistant Superintendent of the Regional Office of Education in St. Clair County, Illinois, often reminds me that at the front lines of any reform efforts are teachers. Having a qualified teacher in every classroom is the most significant contributor to student success and ensuring a superior education.
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In December 2001, Congress overwhelmingly passed significant education reform. This legislation will give schools greater flexibility to use federal funds where the local need is greatest: to recruit new teachers, to improve teacher training, or to increase teacher pay in critical need areas. As Congress debates the Budget Resolution for Fiscal Year 2003, we must remember to keep these initiatives at the forefront of our minds so that our students can be competitive in math and science nationally and internationally. I hope this hearing will draw us closer to an answer of how we can continue to improve teacher recruitment and retention so we can increase student interest levels and their knowledge and understanding of these valuable subjects.
I welcome our panel of witnesses and look forward to their testimony.
Ms. RIVERS. Thank you, Mr. Chair. I have to admit, it was with some trepidation that I realized I was sitting in front of a room full of teachers and I got gum in my mouth. That has been taken care of.
Mr. BOEHLERT. Put it under your chair. That always worked in my day.
Ms. RIVERS. I have the pleasure of introducing Susan Doehlert Kielb, who is a seventh grade math and science teacher from Tappan Middle School in Ann Arbor. And Susan epitomizes what it means to be a master teacher. She has a BA in Biology from Colgate, a Master's of Science and Wildlife Biology from West Virginia University, and Michigan Teacher's Certificate from Eastern Michigan University in secondary mathematics and general life science.
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She has been involved in her school community as well as her professional community by taking part in the Tappan Advisory Board, the PTSO, the School Improvement Team, the Tappan Middle School Technology Committee.
She has also presented at the following forums in our community: Michigan Association for Computer Related Technology Users in Learning, and the U of M Michigan Educational Technology Consortium. She has received a varied array of awards for Teaching Excellence. And she has brought many of her personal experiences into the classroom.
And she has been for a very long time it appears, a very avid bird watcher, having been the Washtenaw County Audubon Society's President and Vice President at different times. And has recently co-authored a survey of birds of the Huron Mountains, which is to be published by the Huron Mountain Wildlife Foundation in the near future.
I am very pleased that she is here to talk with you. And I am very pleased that you get to see the quality of teachers from the 13th District in Michigan. Thank you.
Chairman BOEHLERT. Thank you very much, Ms. Rivers. For the purpose of an introduction, the Chair recognizes Mr. Lucas.
Mr. LUCAS. Thank you, Mr. Chairman. And it is my pleasure to introduce a constituent of mine, Jana Rowland of Weatherford, Oklahoma. Ms. Roland has taught Elementary Science at Hydro-Eakly Public Schools for the last 10 years. She brings a wealth of experience and diversity and education to her students.
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She holds a Bachelor's Degree in Medical Technology from Oklahoma State University, and a Master's Degree in Early Childhood Education from Southwestern Oklahoma State University. And additionally, she attended the University of Oklahoma's Aerospace Academy for Teachers. And in November 2000 was selected a Fulbright Memorial Fund Scholar and participated in a teacher's exchange with Japan where she studied the Japanese educational system and culture.
I am very proud to have her here to testify and to provide her insights and experience to the House Science Committee. Thank you, Mr. Chairman.
Chairman BOEHLERT. Thank you very much, Mr. Lucas. And for the purpose of an introduction, the Chair is pleased to recognize Ms. Wilson.
Ms. WILSON. Thank you, Mr. Chairman. And thank you for allowing me to sit in today on the Science Committee. And I appreciate that very much.
It is my pleasure to introduce Bill Schrandt, who teaches at Valley High School in Albuquerque, New Mexico. As it happens I visited his classroom and watched him working with his students in interactive mathematics. And I have been very impressed by his work with students at Valley High School and it is good to see that the nation is impressed, too. You did a wonderful job with your students and you are doing a wonderful job leading mathematics education in the State of New Mexico.
In addition to the work that we are doing and listening to here, I did want to say that we are introducing a bill today to build on the partnerships that were authorized in the Leave No Child Behind Act to allow regional—to create regional working groups for mathematics and science instruction, so that teachers can collaborate with other teachers, and school districts can learn from each other as we all try to improve the quality of mathematics and science education across the country. Adults learn from other adults. And we learn by those interactions.
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But too often teachers do not ever have the chance to work with other teachers who are struggling with the same problems and share approaches. And I hope that that will help to allow that cross fertilization to take place.
Bill's interactive mathematics program at Valley High gets kids involved in using mathematics as a tool. Not just doing the problems in the book, but going out with surveying equipment and figuring out how to line up the diamond on the baseball field, and figure out how much sod to buy. And that mathematics is a tool for the real world. And we very much look forward to your comments and how you ended up doing that, and the support that you got from the National Science Foundation for the work that you do. Welcome.
Chairman BOEHLERT. Thank you very much. And the Chair asks unanimous consent that Miss Wilson be allowed to sit with the Committee. Without objection, so ordered. The Chair recognizes itself for the purpose of an introduction.
It is my pleasure to introduce Dr. Frances Hess from Cooperstown, New York, which you should not be surprised to learn from me is the greatest community in the country. If Norman Rockwell were to be resurrected to paint a new cover for a magazine, he would do Main Street, Cooperstown, New York. It is a magnificent community.
Let me get in a little plug for the community. It is the home of the Baseball Hall of Fame. And we all know baseball season is starting shortly. So I would invite all of you, the whole world, come visit us in Cooperstown, New York in the near future.
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Dr. Hess has a very distinguished career. She is a teacher at Cooperstown Central School and has been for 35 years in earth science, biology and computer science. She was supervisor of student teachers at the State University College at Oneonta for 19 years. And a distinguished and alum of Oneonta.
She received her Doctorate in Education at Columbia University while still teaching full time. And if you do not think that is a challenge, you are just not paying attention.
She is a consultant for the New York State Education Department in the areas of curriculum and assessment development. And I am telling you, they are finally getting some messages in Albany from the front lines of some changes that need to be made. And that is good news, too.
She wrote and received numerous teaching and classroom grants, including a prestigious Eisenhower Grant, and a $40,000 grant for an earth science classroom computer network. She has received more awards than she can count. And she got them the old-fashioned way, she earned them.
She is an inspiration in the classroom. She is an inspiration to her fellow educators. She is the pride and joy of Cooperstown, New York. And I am pleased, Dr. Hess, to welcome you here to participate in this very important hearing.
Now here is what we are going to do. We are going to ask each of you to—oh, yeah, let me before we ask each of you to do anything, let me recognize a distinguished member of the Committee for the purpose of a recognition. Mr. Smith.
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Mr. SMITH. Mr. Chairman, thank you. I chair the Research Subcommittee. The Science Committee has four subcommittees. We oversee the National Science Foundation. We are moving ahead aggressively trying to decide ways that we can better inspire students in science and math.
One of our hearings that I asked the question to the extent that education is more like a lighting of a fire to start creating that interest and enthusiasm rather than the filling of a container. Where is that fire lit in science and math? They suggested probably in the first, in the kindergarten, third, first, second, third, fourth grades. But then after the fire is lit you need the talent to keep that fire burning through high school and into college.
We passed the partnership, Science and Math Partnership Act, that is going to be looking at each one of your efforts and ideas of how to light that fire and keep that fire burning in science and math, to try to expand how do we do a better job than other schools across the country.
And my particular introduction is from a constituent of mine, Mrs. Cathey Jones—Jo Newhouse. Mrs. Newhouse is a teacher at Parnell Elementary School in Jackson, Michigan. She won this award for her work in science education. And I am proud to say that I have witnessed first-hand Mrs. Newhouse's teaching skills when I visited her classroom not long ago.
Mrs. Newhouse, like all of the teachers here I am sure, has not only knowledge but has enthusiasm for teaching, and certainly developing that rapport that is so important with students. She makes science not only interesting but fun. As I visited her classroom which is so crucial I think in your success. So I am looking forward to your testimony.
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And I just would mention Cathey Jo earned her Bachelor's and Master's Degree in Science and Botany. She has earned 27 graduate credits toward her Ph.D. in Plant Systemics from Michigan State University. She has participated in numerous programs and workshops. And Congress is proud of you, Mrs. Newhouse. But Congress is also proud of all of you for your dedication and success.
And with that, Mr. Chairman, I yield back.
Chairman BOEHLERT. Thank you very much, Mr. Smith. Here is what we are going to do. We are going to ask each of you to try to summarize in five minutes or so. The Chair is not going to be arbitrary, but we would like you to try to summarize, capsulize your thinking for us and your council. And we will listen with rapt attention. So, Ms. Kielb, you are up first.
STATEMENT OF SUSAN DOEHLERT KIELB, MIDDLE SCHOOL MATH TEACHER, TAPPAN MIDDLE SCHOOL, ANN ARBOR, MICHIGAN
Ms. KIELB. Thank you, Chairman Boehlert and Ranking Member Hall, and members of the Science Committee for inviting me to speak here today.
My name is Susan Kielb. I teach seventh grade mathematics and life science at Tappan Middle School in Ann Arbor, Michigan. I am very pleased and proud to be here in Washington this week to receive the Presidential Award for Excellence in Mathematics and Science Teaching.
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I never thought that I would be a teacher of mathematics. My first career was in biology. And I loved it. But my life changed and I decided then that I wanted to become a teacher. My first permanent teaching assignment was seventh grade mathematics and science. And I realized suddenly I was in a classroom without a clue of how to successfully teach mathematics. Luckily, things improved with time.
One question you had asked me to address was, what one step can the Federal Government take to improve science and math education. Well, annual standardized testing of students across the country is definitely not where our Federal dollars should be going. If you sit down with those students who bubble in the wrong answers and listen to their reasoning, you will soon see the weaknesses in these kinds of measures. Brilliance in problem solving and reasoning is not measurable in multiple choice questions.
We have used emphasis on testing. Low scoring schools are pressured to focus on preparing students to take a test instead of preparing them for a world where they need to critically assess great masses of information and make choices based on their analysis.
So where could the money go? Pursue top graduates in college mathematics and science fields and award them grants to spend time as an intern with a master teacher. Convert them to teaching.
Chairman BOEHLERT. Can I interrupt that with an applause.
Ms. KIELB. Then financially support them to pursue teacher's certification in a graduate program. We need to pull in people who are strong in their fields. But it is absolutely necessary for them to observe what good teaching looks like before placing them in a classroom on their own. Shortcuts in preparing teachers for the classroom will not work.
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Once good teachers are in the classroom, we need for them to have the success that it takes to want to stay there. Beginning teaching was the hardest thing I ever did. With a challenge like this, Federal dollars seem well placed in good professional development.
In my case, Eisenhower Grant supported teacher training in our district's move to a reformed mathematics curriculum. I knew that the old way of teaching mathematics was not effective for most students. The new approach ranked true to my personal beliefs about learning. The professional development support took me through training both before and during our adoption of the connected mathematics curriculum. It then continued allowing us teachers from across our district to meet, share, reflect, and tweak our practices. These meetings always felt good and gave us new tools and energy to take back to our classrooms.
At the time, I did not think much about how the Eisenhower Grant brought us that professional development. But I can see the difference now that the funding is gone. We have lost not only that extra professional sharing time, but we are also losing our district curriculum leaders in math and science. These people orchestrated a great collaboration between our teachers and our local universities. This collaboration brought out the best in so many of us teachers. It would be wonderful if the National Science Foundation could in some way pick up where the Eisenhower Grants left us off.
Another important part of my professional development has to be feeding my vision for where I want to go. Teachers need exposure to the outside world to see what can be done. I will share a couple of sources of my vision here with you now.
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First, interacting with graduate students and faculty from the University of Michigan provides me with a connection to current trends in education research. I provide them with a reality base and the place to test their ideas.
This past summer I took part in the wonderfully innovative UM Girl Program where seventh grade girls use actual social science data sets to investigate real life questions with statistical tools.
Finally, for the past four years I have met monthly with a local group, 21st Century Teachers. We spend the evening sharing what we are doing with technology and exploring new resources. This group has helped extend my personal vision and practice much further than I previously thought that I would reach. These are not traditional teacher in-service training. Teachers need time. We need to come together, reflect on our practices, ask tough questions, and share with other teachers. We need time for exposure to the fast changing real world. And time to do a little bit of dreaming as well.
Once again, thank you to the Science Committee, Chairman Boehlert, for inviting me to testify and having this hearing today.
[The prepared statement of Susan Doehlert Kielb follows:]
PREPARED STATEMENT OF SUSAN DOEHLERT KIELB
Thank you Chairman Boehlert and Ranking Member Hall for inviting me to speak here today before the Science Committee.
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My name is Susan Kielb. I teach seventh grade mathematics and life science at Tappan Middle School in Ann Arbor, Michigan. I am very pleased and proud to be here in Washington this week to receive the Presidential Award for Excellence in Mathematics and Science Teaching.
I never thought that I would ever be a teacher of mathematics. I struggled with math in school, and took the minimum mathematics course work in high school. Then I discovered that I needed mathematics to pursue my love for biology, so in college I had to start from scratch. I was lucky to have wonderful and patient professors. I went on to graduate school in wildlife management, where I learned and used a lot of statistical tools. When the mathematics had a practical use for me it made a lot more sense. Learning computer programming also helped me improve my skills in organizing, sequencing, and problem-solving.
My first career was in biology and I loved it. After several years, a series of life changes made it clear to me that I wanted to move on and become a teacher. I thought I would be more employable if I had certification to teach mathematics as well as science, and since I had enough math credits I had ''mathematics'' added to my teaching certificate. My first permanent teaching assignment was seventh grade life science and math, and I found myself in a classroom without a clue of how to successfully teach mathematics.
Needless to say, things improved for me. I still believe that mathematics is incredibly challenging to teach, as a mathematician's reasoning is powered by the understanding of underlying concepts and skills. I find this reasoning process fascinating, and I love being able to connect mathematical thinking with science on a regular basis at the seventh grade level. Now almost every math problem we do has a real-life context, and is interesting and useful.
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What are the major problems that limit the performance of students and teachers, and what do you feel is the single, most important step that the Federal Government should take to improve K–12th grade math and science education?
I have the luxury of working as a teacher in a school where many things are going well. When a teacher feels supported and valued, when kids come to school ready to learn, and when the classroom where they meet is safe, solid, and well equipped, there is no limit to where they can go in learning. In fact, when those basic needs for learning are met we all can have the energy to dream and go much farther than the outside world would imagine.
Teaching is great fun for me. I thoroughly enjoy every one of the young people with whom I spend my days. It is not an easy job, as all of the teachers receiving this award know well. A teacher's daily responsibilities outside of actual student contact time are more than enough to keep a person fully employed. Lesson planning and actual teaching are practically luxuries in themselves compared to the mountains of other tasks. We need to equip teachers so that these obstacles to good quality reflection and planning for teaching are not insurmountable.
The big drive to annually test students across the country is not where our federal dollars should be going. If you sit down with many of those students who bubble in the wrong ''answer'' on a standardized test and listen to their reasoning in interpreting and choosing answers, you will soon come to see the weakness of these measures. We live in a culture of rich diversity. In what I see as good mathematics teaching we encourage collaboration and sharing of multiple lines of reasoning to solve the same problem. In our culture, whether we adults like it or not, rote memorization is no longer the single critical skill needed for success. This is simply because information is at our fingertips. Brilliance in problem-solving and reasoning is not measurable in multiple choice questions. Testing and preparing students for tests is taking away valuable learning time when we should be preparing our students for a world where they need to critically assess great masses of information and make choices based on their analysis.
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Where could that money go? Pursue top graduates in college mathematics and science fields and award them grants to spend a semester as an intern with a master teacher. Then financially support them to pursue teacher certification in a graduate program. We need to pull in people who are strong in their fields, but it is absolutely necessary for them to observe what good teaching can look like before placing them in a classroom on their own. Shortcuts in preparing teachers for the classroom will not work.
Based on the involvement you have had with federal math and science education programs or funding opportunities, what are the most important and effective components of these programs?
Once good teachers are in the classroom, we need for them to have the success it takes to want to stay. Beginning teaching was the hardest thing I ever did. With a challenge like this, federal dollars seem well placed in good professional development. In my case, Eisenhower grants supported extensive professional development in our district's move to a reform mathematics curriculum.
I knew that the way we were teaching math was not effective for most students. The new approach rang true to my personal beliefs about learning. The professional development support took me through training before and during our adoption of the Connected Mathematics curriculum. It then continued, allowing us teachers from across the district to meet, share, reflect, and tweak our practices. These meetings always felt good and gave us new tools and energy to take back to our classrooms.
In Ann Arbor one of our middle schools was chosen to be a part of the TIMSS (Third International Mathematics and Science Study) soon after we went through this training, and their results support my belief in the success of this approach. This ''Michigan Invitational Group'' rated quite well in comparison to other school districts across the U.S., as well as compared to other countries. (Scores: U.S.–502; Michigan–517 (top state in U.S.); Michigan Invitational Group–532.) Closer to home, district data on our state assessment (MEAP) indicate that these changes are helping to finally reduce the gap in achievement between African American and Caucasian students. At the same time, our district averages in mathematics are going up significantly.
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At the time I did not think much about how the Eisenhower grant brought us that professional development, but I can see the difference now that the funding is gone. We have lost not only that extra professional sharing time, but we are even losing our district curriculum leaders in math and science. These people orchestrated a great collaboration between our teachers and our local universities. This collaboration brought out the best in so many of us teachers. It would be wonderful if the National Science Foundation could in some way pick up where the Eisenhower grants left us off.
I fear especially for new teachers and how we will manage to keep the good ones. Every year teaching assignments change and new teachers come in. The efforts to keep the good teachers, both new and experienced, must be ongoing with continuing professional development.
What elements of your pre-service or in-service training have been most helpful in meeting the daily demands of working with students, developing innovative classroom strategies, and delivering content-rich instruction to students of all levels and abilities?
I had good quality practical pre-service training at Eastern Michigan University. Eastern also offers continuing education courses for teachers that are very useful. I found the one week intensive ''Methods for Teaching Mathematics'' courses to be the most useful.
I see my most valuable in-service training as falling into one of these four categories:
1) Content (already discussed in connection with Eisenhower grant)
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2) Communication and meeting the needs of students, parents, and teachers
I believe that this part of my professional development has been absolutely essential in allowing me to put all of the other pieces into place effectively. Our school improvement funds have supported training in effective communication and much more through the William Glasser Institute, Kagan Cooperative Learning workshops, and GESA (Generating Expectations for Student Achievement: An Equitable Approach to Educational Excellence) training. I use the processes I learned in these workshops every single day. When I am dissatisfied with the progress of a lesson, I can draw from skills from this training, and turn things around for the better.
3) Technology
''How to:'' workshops in one application of one software tool are incredibly useful to teachers. More of these are available online now, but nothing beats getting people together to try it out in a safe setting. Intensive training with one tool works best for me. Then I can take my skills back to my own curriculum and think of ways to make the tool work for me. Teachers need resource people to provide ongoing training and support in using technology.
4) Vision
An important part of my personal professional development has to be feeding my yearning for a vision of where I want to go. At a recent technology conference, an attendee in a movie-making presentation said, ''You have to do what you can with what you've got until you can get what you want.'' Exposure to the outside world makes all the difference for a teacher to see what could be done, to help make a vision for how to get there. Teachers rarely get to attend conferences, but inevitably those who do will bring back new ideas and energy. Our district also hosts book discussion groups as another means of sharing new ideas in education.
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Interacting with graduate students and faculty from the University of Michigan provides me with a connection to current trends in education research. I provide them with a reality base, and a place to test their ideas. This is enriching for all of us. I also took part in the wonderfully innovative UM–GIRL program, where seventh grade girls spend two weeks of their summer working with University of Michigan graduate students and actual social science data sets and statistical tools to investigate real-life questions.
For the past four years I have been meeting monthly with a group of technology-using educators from around the southeast corner of the state of Michigan. We call ourselves ''21st Century Teachers.'' We spend the evening talking about, and demonstrating what we are doing with technology. Sometimes we visit interesting websites, learn to use new gadgets and software, or help each other problem-solve. I have moved from just being a sponge in this group to where I bring ideas and products of my own to share. I look forward to these meetings each month and draw a lot of energy from the group. The 21st Century Teachers group has helped push my personal vision and practice further than I previously thought I could reach.
Once again, thank you Chairman Boehlert and Ranking Member Hall for having this hearing and inviting me to testify.
BIOGRAPHY FOR SUSAN DOEHLERT KIELB
Education:
1990–1994—Michigan Teacher Certification course work, Eastern Michigan University, Ypsilanti, MI. Certification: Secondary Mathematics, General Science, and Life Science.
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1981—Master of Science, Wildlife Biology, West Virginia University, Morgantown, WV.
1978—Bachelor of Arts, Biology major, Colgate University, Hamilton, NY.
Post Undergraduate Mathematics and Science course work:
Mathematics—University of Minnesota: Biometry I & II; WVU: Statistical Methods II, Computers in Research, Statistical Computer Techniques; EMU: Algebra for Elementary Teachers, K–8 Mathematics Methods.
Science—WVU: Plant Ecology, Quantitative Ecology, Ecology and Management of Wetland Wildlife, Special Topics in Avian Biology; EMU: Earth Science, Astronomy I & II, Human Development, Psychology of Adolescence, Materials & Methods for Teaching Biology.
Teaching Experience:
1993–present—Seventh grade Mathematics and Science Teacher, Ann Arbor Public Schools
1988–1993—Middle School Computer Assistant, Ann Arbor Public Schools
1981–1982—Wildlife Biology Instructor, West Virginia University
1978–1981—Graduate Teacher Assistant, West Virginia University.
Ann Arbor District (AAPS) Involvement:
2001—Technology presentations to Tappan Middle School staff. I demonstrated my use of a class e-mail group and posting grades on a website.
1999–present—Tappan Middle School Technology Committee
1999–present—Each One Teach One new teacher mentor
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1996–1999—Member: Tappan Advisory Board, PTSO representative, School Improvement Team
1998–1999—Demonstrated new Connected Mathematics curriculum lessons at district curriculum meetings for middle school teachers.
1995–1996—Scarlett Middle School Math Leadership Team
1994–1996—Cooperating teacher with Teaching-Learning Communities volunteers
1994–2000—Developing, writing, editing, and piloting district science curriculum.
Beyond the District Activities:
2001—Investigating Scale Factors with The Geometer's Sketchpad. Lessons published on Linking and Learning: Technology Integrated Planning Steps. Best Practices of Technology Integration III Statewide Project (from Michigan Teachers) CD–ROM, Great Lakes Education Network.
2000—Member, presenter: MACUL (Michigan Association for Computer-related technology Users in Learning) 2000. I presented a mathematics project for students using The Geometers Sketchpad to investigate similar figures.
2000—William Glasser Choice Theory Basic Practicum (2nd Level)
1999—Choice Theory Intensive Week Workshop, Chicago, IL
1999–2001—Cooperating/host teacher for student teachers (University of Michigan and Aquinas College)
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1999—Spencer Kagan Cooperative Learning Institute training
1999–2001—21st Century Teachers, technology in education group for southeastern Michigan. We meet monthly to share ideas and news about our use of technology in education.
1998–2000—University of Michigan, Michigan Educational Technology Consortium lead teacher. I worked as a member of the core staff of this group to encourage lead teachers across southeastern Michigan to try out and share experiences with technology in teaching mathematics and science.
1998–present—Member of MCTM, NCTM (Michigan and National Council of Teachers of Mathematics)
1997—Langford Quality Learning training
1996—Connected Mathematics teacher training, East Lansing, MI
1994–2000—Pre-student teacher host for Eastern Michigan University and University of Michigan
Honors/Grants:
2001—Recipient of AMAST (Advancement of Mathematics and Science Teaching) grant for science reference materials, Livingston and Washtenaw; Mathematics and Science Center (confirmation pending).
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2000—Recipient of MACUL Technology Grant for Hillside Inventory Project.
1999—Recipient of WISD (Washtenaw Intermediate School District) Innovative Technology Grant for data projector and graphics tablet as part of my Geometer's Sketchpad project.
1997—Excellence in Mathematics Leadership Personal Excellence Award, AAPS
1995—Outstanding Teacher and Advisor Personal Excellence Award, AAPS
1995—Invited speaker: Projects in Mathematics. University of Michigan 45th Annual Mathematics Education Conference.
Additional Activities:
2001—Co-author of A Survey of the Birds of the Huron Mountains (book in press, published by Huron Mountain Wildlife Foundation, Big Bay, MI).
1996–2000—Wildlife research, Huron Mountain Wildlife Foundation.
1990–2000—Hiawatha National Forest Breeding Bird Census volunteer.
1983–present—Washtenaw Audubon Society, President/Vice President/Program Chair
Chairman BOEHLERT. The reason that I interrupted your testimony with applause was music to our ears. For the longest time we have been trying to get the NOI Scholarship funded. The NOI Scholarship essentially is a program developed by Senator Rockefeller of West Virginia, a democrat, and me from New York, a republican. And it was designed to provide stipends or scholarships to juniors and seniors in college majoring in science, math or engineering under the theory that if you help them pay for their education, when they graduate they won't be so far in debt, and they will resist the lure of going with a Fortune 500 Company which promises big bucks, and might be enticed to go to the classroom with a hope and prayer that we can keep them there.
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Year after year, whoever agreed with the idea, it was a great idea, but it was not until last year, about 8 years later, that we finally got some funding for it. And we put it on through sort of backroom dealing. This year the Administration requested funding for it for the first time. So they bought the concept and we are happy as kids in a Sunday School picnic. Ms. Rowland.
STATEMENT OF JANA D. ROWLAND, ELEMENTARY SCIENCE TEACHER, HYDRO-EAKLY ELEMENTARY, HYDRO, OKLAHOMA
Ms. ROLAND. Good morning, Chairman Boehlert, Ranking Member Hall, and Committee members. My name is Jana Rowland. I teach fifth grade in the Hydro-Eakly Public School System in Hydro, Oklahoma.
It is an honor to be here today to represent the many wonderful school science educators throughout our nation. I grew up in a small mid-western—a small western Oklahoma community, the child of life-long educators. And I saw daily the inherent challenges and the rewards of a public school teaching career. When I graduated from high school I vowed that I would never, never teach in a public school system.
I pursued my interest in science to obtain a medical technology degree and national certification in that area. And I worked in hospital laboratories for many years. I enjoyed that very much but I came to realize I wanted to share my love of science with young people.
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I returned to school to obtain my teaching certification and Master's Degree. And I now teach in the same rural school that my parents taught in for 32 years.
I chose to teach in the upper elementary grades because I believe we must build a strong science foundation at this level. And because the students are so open to the wonder and excitement of science at this age.
When I speak with my fellow teachers I ask them to consider obstacles that they see in teaching and in student learning. One of the obstacles in the rural system is the transient student population. Many of our students do not stay in a school long enough to gain the fundamental foundations that they need. It is not uncommon for students to be in two to three schools within one year. It is very difficult for them to build any type of continuity of content when they have to follow this plan.
Our migrate families have to follow seasonal work. There are times when they take their children move back to another country in November and return and possibly into February or the first of March. Many small schools also face the problems of our urban counterparts in that the majority of our students come from economically disadvantaged homes. Also, lack of resources in access to educational training were cited by the teachers that I talked to.
In November 2000 I had the opportunity to visit Japan and study their educational system for three weeks. I got to visit with government leaders. I talked with teachers, parents, students. I stayed in a home. During that time, one of the obvious differences that struck the American teachers was the importance that the Japanese people and the Japanese culture placed on education. Teachers are viewed as professionals and they are treated with esteem. Parents work very closely with the schools to ensure that their students gain the knowledge that they need even at home after school hours.
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In America this is not always the case. There have been times on more than one occasion when I have been told that I am wasting my time, my knowledge and my skills in the teaching profession and I should go back to the medical field. This public professional teachers and education has to change. We must work to change this. When education and teaching are valued and respected, support follows.
The National Science Foundation programs that recognize quality teaching, such as the Presidential Awards Program, are vitally important because they encourage teachers to strive for excellence.
Development of programs that actively encourage our college students and science professionals to enter the teaching profession are vital. This probably will not happen unless there are additional opportunities that provide salary enhancements. These might include funding for such things as science workshops in the summer, science research in the summer, and they would also provide added professional development opportunity. Fee reimbursement for teachers that choose to go back to college would also encourage continued professional development.
It is very interesting to note in Japan that they are looking to the educational system in the United States for changes. They are to undergo massive reform this year. And they are looking to our programs. One of the things that they told us is that they recognize that the United States has as—places value on the education of children with all abilities at every level. And they are looking to our programs as they develop their agenda.
One of the most rewarding programs for me personally and professional was to go through the National Board Certification process. I was certified as a national board certified teacher in early adolescent science in 1999. And the process was rigorous and demanding and very intensive.
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My state and many other states have banded together to provide support for teachers by paying the fee to go through this process. And by providing yearly stipends for the duration of the certificates. My state pays a yearly stipend of $5,000 to the 10 years of the certificate.
Federal support giving to—given to NASA for education has provided an opportunity for me and for many other teachers to participate in Aerospace workshops. The training I received and the resources provided have allowed me to create inquiry-based problem-solving science units for my classroom. Videos, computer software, Internet access to scientists have taken my children on marvelous and exciting journey.
The Oklahoma Space Industry Development Authority has just developed a space port in Western Oklahoma, 45 miles from my school. This is going to provide unprecedented educational opportunities for our children in rural areas. The area and state universities are developing workshops for teacher training. And they are also going to be bringing the students into the university setting to work with the university professors.
Our students must see that math and science education is a path to a brighter future, particularly when we look at the job opportunities that are developing in this industry.
One very important step the Federal Government could take in support of education would be to fund regional science resource centers. Teachers in rural areas are often isolated and alone. And they struggle to find the materials and equipment that they need. Regional universities serving as science centers could provide these resources and training to use these recourses for teachers over a wide area.
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Networking opportunities and cooperative partnerships between the universities and public schools would naturally develop. The SCIMAST Program supported by the Eisenhower Fund has established the ENC Access Centers for this purpose. The teacher training that I received there and the materials I brought into my classroom have provided wonderful opportunities for my students that I could not otherwise afford.
Funding must continue to ensure that these centers expand that all schools in America have access to these resources. Education in America faces many challenges. The teachers are meeting these challenges with dedication, enthusiasm and excitement.
Thank you for acknowledging the wonderful accomplishments of my fellow awardees. And thank you for your continued support of science education.
[The prepared statement of Jana D. Rowland follows:]
PREPARED STATEMENT OF JANA D. ROWLAND
Good morning, Chairman Boehlert, Ranking Member Hall, and Committee Members. My name is Jana Rowland and I teach 5th grade in the Hydro-Eakly Public School system in Hydro, Oklahoma. I have been teaching for the last 10 years. It is an honor to be here today to represent the many wonderful public school science educators throughout our nation.
I grew up in a small western Oklahoma community, the child of lifelong educators, seeing daily the inherent challenges and rewards of a public school teaching career. When I graduated from high school, I vowed that I would never enter the teaching profession and followed my interest in science to obtain a degree in Medical Technology and national certification in that field. While I enjoyed the work of the hospital laboratory very much, I came to realize that I wanted to share my love of science with young people. I returned to college to obtain my teaching certification and to complete a Masters degree. I now teach in the same small rural school where my parents devoted 32 teaching years. I chose to teach in the upper elementary and middle grades because I believe that we must build a strong science foundation at this level and because students at this age are open to the wonder and excitement of science.
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As I speak with my fellow teachers, some of the obstacles that impede quality teaching and learning become very obvious. One obstacle is the transient student population. Many of our students do not stay in one school long enough to master the foundational concepts so vital to science, math, and all subjects. It is not uncommon for students to enroll in two to three schools during a school year. They are constantly facing a new environment and it is extremely difficult for them to create the solid knowledge base so vital to the learning process. Our migrant families must follow seasonal work and may remove the children from school in November to leave the country, only to return in February or March. Frequently, these children enter our schools speaking and reading no English and needing intensive instruction in all subjects. Many small schools face the same challenges as our urban counterparts in that a majority of the students come from economically disadvantaged homes. Children enter our classrooms with emotional and behavioral difficulties and teachers must meet the needs of these students in addition to providing a content-rich learning environment. Lack of resources and access to educational training were also cited as problems that must be addressed. Yet, wonderful educators work diligently each day to provide quality learning opportunities for these deserving children.
In November 2000, I was selected to participate in the Fulbright Memorial Honor program and had the amazing opportunity to visit Japan for a three-week study of education in that country. My group met with government and educational leaders, visited high schools, middle schools, and elementary schools, and spoke candidly with teachers, students, and parents in open discussion forums. One obvious difference observed by the American teachers was the importance the Japanese place on education, giving the education of children a place of prominence in their culture. Teachers were viewed as valued professionals and treated with esteem. Parents work closely with teachers to encourage learning at home. In America, when I identify myself as a teacher, I often sense an attitude of disdain. When I add that I hold a degree in Medical Technology with national certification, I suddenly become well respected. On more than one occasion I have been told that as a teacher I was wasting my knowledge and skills. This public perception of teachers and education must change. When education and teaching are valued and respected, support and funding will follow. Programs that recognize quality teaching such as the Presidential Awards program are vitally important as they encourage teachers to strive for excellence and reward the achievements of master teachers. Development of programs that actively encourage students and other individuals with strong science backgrounds to enter the field of teaching would help fill the impending shortage of science educators. However, unless opportunities are provided for salary enhancement, it will continue to be difficult to retain quality teachers or to convince science professionals to enter the teaching profession. Funding for summer employment in science workshops, science study, or science research would create added income and provide continuing education opportunities. Fee reimbursement for teachers that enroll in college courses would also encourage continued professional development.
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It is also interesting to note that the Japanese educational system is scheduled for reform beginning this year. They recognize the importance that the United States places on educating all children regardless of ability and they are looking to the United States programs as they design their educational agenda.
Although there are many challenges facing public educators, wonderful and exciting learning opportunities are happening every day. One of the most rewarding programs for me personally and professionally has been my involvement with the National Board for Professional Teaching Standards. This process allows teachers to demonstrate professional excellence and dedication to accomplished teaching. I achieved national certification in Early Adolescent Science (ages 11–15) in 1999 and the process was rigorous, demanding, and intensive. I have gained valuable support and innovative and dynamic ideas, and I have been given invaluable leadership opportunities. My state created the Education Leadership Oklahoma program to provide teacher support by paying the application fee and granting $5,000 yearly stipends for the ten-year life of the certificate. Many states now provide stipends to teachers that achieve national certification.
Federal support given to NASA for education has provided the opportunity for me to participate in aerospace workshops for teachers. The training I received and the many resources provided have allowed me to create inquiry-based, problem solving science units in which my students become a part of the space program. The videos, computer software, and Internet access to scientists have taken my children on marvelous and exciting journeys. Space education has taken on a new relevance in my state. The Oklahoma Space Industry Development Authority has developed a spaceport on the plains of western Oklahoma, with the potential to create unprecedented space education opportunities for children. Area and state universities have developed workshops such as Project O.R.I.O.N. with funding from NASA that will train teachers to utilize space curriculum and resources and will bring elementary students to the university campus for space study. Through participation in this workshop, I will have the opportunity to create a network of support with other teachers, university instructors, and NASA leaders. I will gain access to a wealth of materials and resources that will greatly enhance my classroom curriculum. Students from 3rd-5th grades in this program will participate in hands-on science learning projects led by university professors and students that focus on science and space exploration, mechanics of space travel, and biology in space. Our rural students must see science, math, and technology education as a path to a brighter future as job opportunities in the field of space exploration are created by this industry.
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One very important step that the Federal Government could take to support education would be to fund regional science resource centers. Teachers in rural areas often feel isolated and alone and struggle to find necessary equipment and materials. Regional universities, serving as these science centers, could provide extensive resources and training in use of these materials to teachers from across a wide area. Networking opportunities and cooperative partnerships between universities and public schools would naturally develop. The Eisenhower Southwest Consortium for the Improvement of Mathematics and Science Teaching (SCIMAST) supported by Eisenhower funds has established ENC Access Centers for this purpose. Funding must continue to ensure that these centers expand and all schools in America have access to these resources. Teacher training workshops funded by the Eisenhower science and math program have placed many hands-on resources and learning projects into my classroom that I could otherwise not afford. The Building a Presence for Science program created by the National Science Teacher's Association in partnership with private corporations has a mission of ending the isolation of classroom science teachers by creating an electronic network of science educators and providing professional development opportunities. This organization is also working to improve science education.
Education in America faces many challenges, but teachers are meeting these challenges with dedication, enthusiasm, and excitement. Thank you for acknowledging the wonderful accomplishments of my fellow Presidential Awardees and thank you for your dedication to the continued support of science and math education.
BIOGRAPHY FOR JANA D. ROWLAND
78231b.eps
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78231c.eps
Chairman BOEHLERT. Thank you, Ms. Rowland. You indicated that earlier in your career you vowed never, never to teach in a public school.
Ms. ROWLAND. Yes, sir.
Chairman BOEHLERT. There are some people that would contend that early in my career I vowed never, never to learn in a public school. But I will tell you what made the difference, and without going into a long history, but I came from a dysfunctional family, brought up by an elderly grandmother. And nobody paid a hell of a lot of attention, quite frankly, to what was happening to me. Except some—a couple of dedicated teachers that I will never forget as long as I live, who really impacted and changed my life. So I thank you for what you have done and are continuing to do. Mr. Schrandt.
STATEMENT OF BILL H. SCHRANDT, SECONDARY MATHEMATICS TEACHER, VALLEY HIGH SCHOOL, ALBUQUERQUE, NEW MEXICO
Mr. SCHRANDT. Thank you, Chairman Boehlert and Ranking Member Hall, members of the Committee for this opportunity to speak before you.
The National Council of Teachers of Mathematics, NCTM, Principles and Standards in their introduction has a statement, or they describe a future—I quote, ''A future in which all students have access to a rigorous, high quality mathematics instruction. Knowledgeable teachers have adequate support and ongoing success to professional development. The curriculum is mathematically rich, providing students with opportunities to learn important mathematical concepts and procedures with understanding. More students pursue educational paths that prepare them for life-long work as mathematicians, statisticians, engineers and scientists.''
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I have been involved, honored to be involved in, I guess counting this now, but four National Science Foundation projects. One in science, one in math and one in educational leadership that is ongoing right now. And I can absolutely say that I would not be here if it had not been for, you know, those opportunities. They opened my eyes.
Much of what I have to go over is pretty much the same as Ms. Rowland and Ms. Kielb, but I am going to list these anyway. In terms of needs in education to improve mathematics and science, and in particular, student learning, we must teach relevant content that allows students to learn with understanding. We need to help educators learn to create classroom environments where this kind of learning can take place. We must provide ongoing professional development opportunities for teachers that will allow them to reflect on their own teaching, to question their beliefs, and to develop better teaching practices that will enhance their ability to create this learning environment. We must attract quality math and science teachers and prepare them for effective—to become effective teachers.
In the State of New Mexico in 1985 the University of New Mexico placed 80-some, 82, 83 student teachers into pre-service or student teaching in the district. This year they placed four. That is all there are. We need to retain teachers by supporting them throughout their careers. And particularly, those teachers that are in the first five years of the profession. We lose far too many of those. We must constantly remind ourselves that our job is one to empower our students to become productive citizens, not just to meet minimal graduation requirements.
We must now bow to political pressures that allow our curricula to be driven by these high stakes standardized tests. And finally, we must look to the community to help build a complete environment that involves everybody, teachers, business persons, graduates, everybody.
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Now as far as barriers that we have to cross, that sit in front of us right now, class size is of course is still classically way too large. And when this happens teachers are involved in crowd control rather than in creative teaching.
Teachers are often isolated in the teaching assignment. Sometimes this is just physical, but often it is just we do not have time to meet with other people. Especially, you know, workshops or even summer.
There is a lack of professionalism in the educational community. Salaries are generally low, so are expectations. I find it amusing, sadly amusing, that people on the street will admittedly—will admit openly that they are not good at math. But they will not admit they cannot read.
Many teachers do not recognize the need for change and actively resist it. And then of course, getting back to standardized test seem to be driving the curricula more and more.
So I would ask—or how can the Federal Government help us realize NCTM's vision? In really three areas. First, I would like to see a rigorous promotion of the importance of education and the role of teachers. Our children are indeed our most important natural resource. They do hold our future in their hands. And we as educators have an awesome responsibility to see that these children meet their full potential.
We need to expand the support of quality professional development opportunities, such as the NSF projects that I have been fortunate to be part of. These allow teachers to reflect on their practices and try out some new things and be able to bounce ideas off their colleagues, take some risks.
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And then finally, I would like to—we need to do something about attracting, preparing and retaining quality teachers in math and science. We need to provide them with a very high degree of professionalism through ongoing and collaborative workshops and opportunities to work with each other.
So I thank you for your opportunity or for this opportunity to speak before you.
[The prepared statement of Bill H. Schrandt follows:]
PREPARED STATEMENT OF BILL H. SCHRANDT
My first involvement in National Science Foundation (NSF) projects began in 1988 with a West Virginia University/National Radio Astronomy Observatory (NRAO) project entitled ''Investigating the Universe.'' Approximately twenty-five science teachers from all across the country gathered for two weeks of workshops and investigations in Green Bank, West Virginia. NRAO has a small radio telescope dedicated for use by school teachers to conduct actual investigations in radio astronomy. We learned a great deal about astronomy, but more importantly, we were given the opportunity to work with outstanding astrophysicists from all over the world and to collaborate with fellow teachers coming from classrooms all over America building connections between science teaching and applied science. I started teaching in 1976; this was my first experience in professional development outside of my own district.
In 1976, Alan Tennison, a 1999 PAEMST awardee, and I were teaching remedial algebra classes. Many of our students had a long history of non-success in mathematics. We came to the realization that it was the traditional mathematics curriculum failing these students rather than the students failing the curriculum. We went looking for a more relevant way for students to learn mathematics, and happened upon the Interactive Mathematics Program (IMP), a complete college preparatory mathematics curriculum developed through a grant by NSF. (The Interactive Mathematics Curriculum was awarded ''exemplary'' status by an expert panel of the U.S. Department of Education in 1999.) We became participants in the Interactive Mathematics Program-Rocky Mountain Region Team 2000 project in Denver, Colorado, an NSF-funded professional development project directed by Jean Klanica.
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Alan and I, with the support of our Assistant Principal for Curriculum, Leah Gutierrez, implemented this curriculum at Valley High School in Albuquerque, New Mexico, in the Fall of 1997. We are presently in our fifth year of the curriculum and our students are doing well. Six other high schools in New Mexico have subsequently implemented the IMP curriculum and several others are considering or preparing to do the same in the next year or so.
In the past five years I have received nearly 430 hours of high quality professional development experience through this project and the subsequent Rocky Mountain Mathematics Leadership Collaborative (RMMLC), another NSF-funded project. I would not be here today had I not been provided the opportunities to participate in these projects.
I have also been active in the American Teachers Federation's Education Research & Dissemination Program (AFT/ER &D), a program I believe was developed through NSF support in the 1980s. Today they are interested in training teachers to become better facilitators of student learning.
In order to improve learning in mathematics and science, we need to address the following issues.
We must teach relevant content in ways that allow students to learn with understanding.
We must help educators learn to create classroom environments where meaningful learning can take place.
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We must provide ongoing professional development opportunities for teachers that will allow them to reflect on their own teaching, question certain beliefs, and develop better teaching practices that will enhance their ability to create an environment where students will learn with understanding.
We must attract quality mathematics and science teachers and prepare them to be effective educators.
We must work to retain new teachers by supporting them in their first five years in the profession.
We must constantly remind ourselves that our job is one to empower our students so that they can become productive citizens, not simply to prepare them for standardized tests or graduation.
Current research shows that students learn new content with understanding when they can connect it with personal experiences. We, as educators, must provide our students with the opportunities and time for this internalization to take place. We must teach to empower our students to become effective problem-solvers and critical thinkers, to communicate fluently with their peers, both in writing and orally, and to learn to be team players. These are the important life skills our students need to develop. These are even more important than specific content skills. No employer is going to pay someone to answer the odd problems 1 through 31. There is not a day goes by that we, as citizens, do not have to think creatively to solve problems, usually working with our colleagues, and constantly communicating our thinking and findings with others. Relevant content will also help to reduce the dropout rate of high school students. These students drop out of school because they feel they need to do other things they feel are more important. We must also raise the bar concerning students' expectations. a great deal of time and energy is currently being spent on encouraging students to graduate from high school, meeting minimal graduation requirements.
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I see several problems that limit the effectiveness of teachers and, therefore, the performance of their students:
The number of students studying to become teachers seems to be decreasing, particularly in mathematics and science.
Teachers are often isolated in their teaching assignments. This problem is even more pronounced for new teachers.
Too many teachers are leaving the profession after only a few years.
There is a lack of professionalism in certain areas of the educational community. Salaries are generally low, as are expectations.
Many teachers are resisting change.
Standardized testing is increasingly driving curriculum.
Isolation is a significant problem for educators, particularly for teachers early in their career. New teachers are placed in teaching assignments where they are all too often left alone to developing their initial teaching practices. They have been through a pre-service experience, but this hardly prepares them for their own assignment. Many new teachers get the classes that no one else in the department wants. They often a placed in situations where they must ''float'' from classroom to classroom, sometimes even in the corner of a gym balcony. Their vision of making a difference in their students' lives becomes clouded and dimmed by issues such as classroom management and discipline. Instead of being creative and trying out innovative teaching practices, they are forced to retreat between the covers of the textbook and the curriculum they walked into. They teach section 7.3 because it comes after section 7.2 and before section 7.4.
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In my first year of teaching the department chairperson would come by about once every other week to check to see if I was on the same section as he was. He wanted to make sure that I would get through the whole book because students would not see geometry the next year in algebra 2. I learned to tell him the page number he wanted to hear and taught the way I felt was more important for the students. Even then, I felt (probably as a result of what I had learned in secondary education classes) that quality of learning is more important than the quantity.
This document describes ''a future in which all students have access to rigorous, high-quality mathematics instruction. . .. Knowledgeable teachers have adequate support and ongoing success to professional development. The curriculum is mathematically rich, providing students with opportunities to learn important mathematical concepts and procedures with understanding. . .. More students pursue educational paths that prepare them for lifelong work as mathematicians, statisticians, engineers, and scientists.''
BIOGRAPHY FOR BILL H. SCHRANDT
I. Background and Experience
Formal and Continuing Education
1996–present—Professional development (370+ hours) through TEAM 2000 (Interactive Mathematics Program/Rocky Mountain Region) and Rocky Mountain Mathematics Leadership Collaborative (RMMLC) workshops, including Broadening Your Horizons, Cognitive Coaching, Creating Collaborative Communities, and Interactive Mathematics Program content workshops
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1975–1989—Continuing Education (45+ graduate hours) in areas of General Education, Mathematics Education, Geophysics, and Astronomy and Astrophysics from the University of New Mexico, Northern Arizona University, University of Denver, and West Virginia University
1972—B.A., Geology (Geophysics), B.S., Mathematics, University of New Mexico, Albuquerque, New Mexico
Teaching Experiences
1994–present—Mathematics Educator at Valley High School, Albuquerque Public Schools, Albuquerque, New Mexico; algebra, geometry, algebra 2, math analysis, consumer math and Interactive Mathematics Program (IMP) all fours years of the curriculum
1987, 1990—Summer Science Teacher Enrichment Project (STEP), Sandia National Labs, Albuquerque, New Mexico
1988, 1989—''Expanding Our Universe'' Summer Teacher Workshops, NSF/National Radio Astronomy Observatory/West Virginia University, Green Bank, West Virginia
1984–1992—Science Educator (AP physics, natural history, astronomy and astrophysics) at Career Enrichment Center (CEC), Albuquerque Public Schools; Science Department Chair, 1986–88
1976–1984—Science and Mathematics Educator (algebra, geometry, math analysis, earth science, physical science, geology, physics, and advanced topics) at Albuquerque High School, Albuquerque Public Schools; Science Department Chair, 1982–84
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Professional and Community Activities
1. Valley High School Mathematics Leadership Team, 2000–present
2. Participant in Rocky Mountain Mathematics Leadership Collaborative (RMMLC), an NSF-funded leadership project, 1999–present
3. Acting Editor, New Mexico IMPact, a newsletter about activities of the Interactive Mathematics Program (IMP) in state schools, 2001–present
4. Member, Northern Rio Grande Mathematics Project (NRGMP), a team seeking professional development grants for New Mexico mathematics teachers from NSF and other sources
5. Presenter, ''The Need for Mathematics Reform: Helping Students Internalize Learning,'' New Mexico Council of Teachers of Mathematics Annual Meeting, Albuquerque, October 2000
6. Co-Presenter, ''The Interactive Mathematics Program,'' Millken, New Mexico Teachers Forum, Albuquerque, February 1999 and February 2000
7. Presenter, ''Relevance in Mathematics Education,'' New Mexico Council of Teachers of Mathematics Annual Meeting, Hobbs, New Mexico, October 1999
8. Presenter, ''Linking Modern Mathematics to Historical Discoveries in Astronomy,'' NCTM Regional Conference, Denver, Colorado, February 1998, and NCTM National Conference, Washington, D.C., April 1998
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9. Member, National Council of Teachers of Mathematics (NCTM), national and local, 1996–present
10. Member, Association for Supervision and Curriculum Development (ASCD), national and state, 1999–present
11. Member, Phi Delta Kappa, University of New Mexico Chapter, 1999–present
12. Senior Co-author, with Michael Zeilik, Activities and Investigations in Astronomy and Astrophysics. Ronjon Publishing, Denton, Texas, 1998
Chairman BOEHLERT. Thank you very much, Mr. Schrandt. Dr. Hess.
STATEMENT OF DR. FRANCES SCELSI HESS, SECONDARY SCIENCE TEACHER, COOPERSTOWN HIGH SCHOOL, COOPERSTOWN, NEW YORK
Dr. HESS. Good morning, Honorable Chairman and Committee members. I appreciate this opportunity to share my views on secondary science education with you. Also I thank you, Honorable Chairman, for the eloquent description of Cooperstown. And so you do not forget, I have given the aid a little magnet from the Baseball Hall of Fame that you all have. Also, the science teachers of New York State have given you each a pin from New York State. So you cannot forget us one way or the other.
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I—to keep focused within the time allotted, I am reading a condensed version of the documents submitted for consideration. As an earth science teacher for over the course of three decades I have experienced the joys and tribulations of the teaching profession. My greatest joy in teaching comes from watching my students grow to become active, positive community leaders filling all niches of society.
My daily joy of teaching comes from interacting with students and having the role of helping them learn to problem-solve and develop their individual talents. The earth science curriculum provides an exceptional interdisciplinary experience in which students develop an understanding of their role and responsibility on planet earth.
My success in teaching is rooted in the values nurtured in me through my parents as proud Italian-Americans and the support I have received from my family, professional colleagues, legislators, and community members. Teaching is multi-dimensional and far too complex to be achieved without a broad support system. Effective teachers need to expand experiences beyond the classroom, to provide leadership in curriculum and policy development, serve as a model for students and support and mentor colleagues. Teachers need to be given the academic freedom to promote high standards. An effective teacher needs to be an independent thinker and one who seeks avenues to make things happen.
The Federal Government can improve science education by providing support in both word and action. Funding specifically designated for the professional growth of science teachers, development of science curricula and purchasing of laboratory and technological equipment for science classrooms is crucial to overcome the severe budgetary constraints facing today's schools. Without designated funding in these areas, generally appropriated funds are used to meet the day-to-day demands of the school's operations, and to offset the continuingly increase tax rate that already stretched communities are experiencing.
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Effective programs and policies need to both recognize and reflect the value of teachers as professionals. Teachers need to be the primary resources and directly involved in the decision-making processes that effect classroom teaching and their professional development. Everyday issues in the school setting can detract from the teaching process. To brace against this common occurrence, teachers need to establish a support network. Such support can take place at teacher conferences and mentor workshops.
The Federal Government can ensure funding for these activities by the reinstitution of the previous structure of the Eisenhower Fund where funding was—use was restricted for science related activities and programs. Programs need to be fully funded and teachers need to be provided with stipends equivalent to what they would be earning in their jobs to help offset the time they are investing.
Funding and grant opportunities should be made available directly to individual teachers and school districts so that individual programs and needs can be addressed. Retired teachers should be encouraged to serve as mentors sharing their wealth of experience in programs that do not impact their retirement income.
Many times mandates for one group of students forces the majority of students into large class sizes with limited opportunities for enrichment. All mandated programs should be tied with accompanying funding. Innovative programs meeting the unique needs of any student should have the opportunity to be funded through competitive grant programs. Programs of this nature could address gender issues and college credit-bearing courses at the high school level.
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Demands on students as the results of the changing society and rapidly evolving technological setting are enormous. Establishing an up-to-date method of communication is necessary to link all students, rural as well as urban, with their global world. The communication structure needs to extend into their homes enabling all citizens to actively participate in and expand their horizons.
The cost of computer technology is a major burden for schools. Creative plans to meld businesses and schools could help schools make connections with businesses for resources and expertise. Business partners would obtain a better understanding of today's classrooms.
Federally funded National Science Foundation programs have assisted me in my professional development, as has former Eisenhower Funding both to my school and other educational institutions.
Programs that provide opportunities to see and explore the world in which we live allow teachers to be able to share first-hand experiences that help bring the content they teach in their classrooms alive. Programs that teach and encourage the incorporation of technology into the classroom curriculum are invaluable. Especially, if teachers can leave with the technology in hand and the knowledge of how to use and apply its use in standard space classroom instruction.
There are many more science educated related issues I could address and elaborate on in addition to what I presented. I offer my sense of educational experience and deep commitment to promoting excellence in science education and my willing to serve as a resource for the Legislators.
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Thank you for giving me this opportunity to provide you a glimpse into the needs of science education, and for your recognition of all of the Presidential Awardees for Excellence in Mathematics and Science Teaching.
I know that most of my things are a little bit vague but I will be glad to entertain any questions on the particular programs I have attended. Thank you.
[The prepared statement of Dr. Frances Scelsi Hess follows:]
PREPARED STATEMENT OF FRANCES SCELSI HESS
As an Earth Science teacher over the course of three decades I have experienced the joys and tribulations of the teaching profession. My greatest joy in teaching comes from watching my students grow to become active, positive community leaders filling all niches of society. My daily joy of teaching comes from interacting with students and having a role in helping them learn to problem solve and develop their individual talents. The Earth Science curriculum provides an exceptional interdisciplinary experience in which students develop an understanding of their role and responsibility on planet Earth.
My success in teaching is rooted in the values nurtured in me through my parents as proud Italian Americans and the support I have from my family, professional colleagues, legislators and community members. A strong sense of family and a positive work ethic has led me to dedicate my life to teaching. The job of a teacher is far too complex to be achieved without support. Once committed to excellence in teaching, it is necessary to reach out to others who can make the goal a reality. Effective teaching takes teachers out of the classroom from time to time, requires summer and year round enrichment including many volunteer hours in professional organizations and in the community. A good teacher needs to be an independent thinker and one who seeks avenues to make things happen. My husband, a former Town Supervisor and School Superintendent, has supported my ingrained independence and pursuit of excellence. Unfortunately he could not attend the Presidential Award activities because he is serving jury duty but members of my family readily filled in the gap. My colleagues both within my school district and as coworkers in professional organizations such as the Science Teachers Association of New York State, The National Science Teachers Association, Phi Delta Kappa, and Delta Kappa Gamma all have played a part in my teaching successes.
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The State University of New York at Oneonta where I received my basic education and President Donovan have and continue to support me selecting me as a Distinguished Alumni and hosting our classroom web page. New York State Senator Seward accepted and supported a grant written by me to place an integrated computer network in my classroom. The New York State Education Department has encouraged my professional growth and academic input through consultant work in the areas of curriculum and assessment development. Columbia University and my doctoral advisor Dr. Yasso provided for me the opportunity and flexibility to complete a doctorate while a full time teacher when I was not able to obtain a sabbatical. My school district in itself is a family of support which includes the faculty; secretarial, custodial, and cafeteria staff; bus drivers; administration and Board of Education; parents and community and foremost current and former students. As in any family structure our successes and tribulations are equally shared. Support has come from the Federal Government through funded NSF programs and specifically designated funding for science professional development such as the originally designed Eisenhower grants. In the past I have had equipment purchased as the result of federally mandated funds. Funding from our regional Teacher Center has provided assistance to purchase equipment and offset some of the personal costs involved in attending professional opportunities. I have visited places in our world and enriched my classroom delivery with my direct experiences.
Teaching is multidimensional. Effective teachers need to expand experiences beyond the classroom, provide leadership in curriculum and policy development, serve as a model for students, and support and mentor colleagues. Teachers need to be given the academic freedom to promote high standards. Teaching, as is the case with parenting, at times requires making difficult decisions to guide the learning process. The tenure system allows teachers the freedom to be independent thinkers and make the necessary hard decisions when needed without concern over losing ones position and income. Programs must be supported at all ends of the educational spectrum. The Federal Government can support the educational process as a whole by instituting policies that do not inhibit continual education for all citizens of any age. College costs should not be the limiting factor nor should it substantially drain a family's income. All educational expenses should be a tax credit for everyone. Investing in education is investing in our country's future. Such a policy would outwardly show the value our country places on education.
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The Federal Government can effectively improve science education by providing support for education in both word and action. Funding specifically designated for the professional growth of science teachers, development of science curricula and purchasing of laboratory and technological equipment for science classrooms is crucial to overcome the severe budgetary constraints facing today's schools. Without designated funding in these areas, funds are used to meet the day-to-day demands of the school's operation and to offset continuingly increasing tax rates that already stressed communities are experiencing.
Programs and policies can be instituted that recognize teachers as professionals both in and out of the classroom. Teachers need to be the primary resources and directly involved in the decision-making processes that affect classroom teaching. To accomplish this teachers need to be given the ability to make decisions regarding maintaining a safe classroom environment and in the development of curriculum and assessment. One way to insure teacher input is to establish requirements stating that teachers must comprise the majority of the membership of appropriate committees. The teaching profession needs to be truly recognized as a profession. The Federal Government can reflect this status by providing direct funding to schools for assistance in increasing teaching salaries. Incentives to help attract teachers into the profession could include federally mandated salary increases including cost of living, tax incentives such as an exemption of the payment of school taxes, funding to support professional development opportunities, and tuition assistance or funding for the college education of their own children. Everyday issues in the school setting can detract from the teaching process. To brace against this common occurrence teachers need an established support network. Such support can take place at teacher conferences and mentor workshops. The Federal Government can insure funding for these activities by the reinstitution of the previous structure of the Eisenhower funds where funding use is restricted for science related activities and programs.
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Students to be prepared for advanced education and meaningful citizenship participation need effective teachers who can expose and help them understand the intricate interdisciplinary role and responsibilities as cohabitants of planet Earth. Teachers need support to institute and maintain high standards. To assist students in reaching their potential, a higher level of expectations is required to accelerate the intellectual growth rate and to help students stretch intellectually. Teachers need to be engaged in continual professional growth to acquire up-to-date knowledge, assist in the development of creative pedagogical techniques to address changing student needs, and to participate in the exchange of ideas being implemented in the school setting by colleagues. Mentor networks need continual funding at the grassroots level. While some basic funding has been provided for initial training, reimbursement for mentors to attend mentor training and to provide related services within their regions has been frequently lacking or nominal. Many mentors currently volunteer countless hours attending mentor programs and helping other teachers. If teachers are to be recognized as professionals, their time and efforts should likewise be recognized and valued through remuneration.
The demands on students as the result of a changing society in a rapidly evolving technological setting are enormous. For many students, schools are their only haven. Schools need to meet the needs of ALL students, by providing basic understandings of the world in which they live and important skills to help them lead lives rich in the appreciation of what they have to offer society and their responsibility to the environmental preservation of Earth. Frequently the use of the word ''all'' conjures images of our less academic, handicapped, urban, or culturally deprived student. Yes, they are included in the definition but equally so are the so-called average students, high-achieving students, and the rural students.
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Many times mandates for one group of students force the majority of students into large classes with limited opportunities for enrichment. All mandated programs should be tied to accompanying funding. Innovative programs meeting the unique needs of any students should have the opportunity to be funded through competitive grant programs. A program that may address gender issues or provide college credit bearing courses at the high school level should qualify in this category. Students who have such an option get a jump start on college and help in defraying the high cost of a college education. Such a course might be a semester in astronomy, geology, meteorology or many others depending on faculty expertise. Creative approaches need to be explored. Perhaps such programs could be funded using a modified voucher system. Given a stipend that would be paid directly to the school district of choice, parents could have a voice in determining the use of their specific funding contribution. This would not be an easy program to manage, but it would provide parents with some direct input in the use of their contribution and on the education plan of their children. If a group of parents wanted a particular program, they could pool their contributions or parents might opt for a unique use of the money for their own children.
Students need to be constantly challenged to nurture the growth and development of both their intellectual and manipulative skills. Helping a student learn how to think through and solve problems, discover resources and approaches to finding information and recognize their responsibilities to both lead and assist in promoting our country's values and goals is perhaps the most crucial overall educational goal.
The Federal Government must not overlook the needs of rural America. While the populace exists in the urban areas, our country's beauty and resources are scattered throughout the rural regions of our country. Rural areas have many unique needs. Transportation issues including the cost of fuel for schools and citizens in general is a major fiscal drain. Policies that help to reduce the price of fuel and energy resources are needed. Electrical power in NYS is much more expensive then average cost of electricity throughout our country. Establishing up-to-date methods of communication is necessary to link our students with the world. The communication structure needs to extend into their homes so all citizens can actively participate and expand their horizons. The cost of computer technology is a major burden for schools. Perhaps the Federal Government could require every large business or corporation to adopt a school district to fund a program that would provide each student and teacher with a laptop computer. The computers could be replaced every four years, and the daily maintenance would be left to the school district. Corporations could receive a tax credit for their role.
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Creative plans to meld businesses and schools should be considered. A plan may include having a rotating system of business employees serve a two-week internship in a school. Such interns could work with a designated teacher and perhaps assist the district in a substitute capacity if needed. A program such as this would help the school make connections with businesses for resources and expertise and the business partners would obtain a better understanding of today's classrooms. This may lead to an appreciation of what issues teachers face on a daily basis, the vast range of student needs, and the school's organizational limitations. It may also serve as a catalyst for encouraging potential teacher recruitment. The job of teaching seems quite easy to those who may have not had direct experience in this role. First-hand experience is almost always the most meaningful learning experience. It is also a misconception that all bright and talented individuals can teach. Teaching goes beyond academic excellence. It requires a sensitivity and sense of duty far beyond what most individuals are willing to give for the monetary income. This program, to be effective, would require coordination and supervision and would impact staffing.
Federally funded National Science Foundation programs have assisted me in my professional development as has former Eisenhower funding both to my school and to other educational institutions. These programs need to be expanded and in some cases reinstituted. One of the most important components of these programs is to provide direct exposure to facilities and personnel currently involved with the science and technology applying to their curriculum area. Equally important is the opportunity to develop links with resources including working scientists and colleagues. Programs that provide opportunities to see and explore the world in which we live allow teachers to be able to share first hand experiences that help bring the content they teach in their classes alive. Programs that teach and encourage the incorporation of computer technology into the classroom are invaluable, especially if teachers can leave with the technology in hand, such as a laptop computer or Global Positional System device along with software they have learned to use and apply in their classroom situations.
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Programs need to be fully funded and teachers given stipends equivalent to that which they would be earning in their jobs to help offset the time they are investing. Lodging and facilities need to reflect the value and respect teachers should have as a respected professional. Funding and grant opportunities should be made available directly to individual teachers and school districts so that individual programs and needs can be addressed. The resources of veteran teachers should be tapped to serve as mentors. Retired teachers should be encouraged to participate in such a program if income limitations were removed and their retirement income not affected.
Professional development has been an ongoing part of my life. I have benefited from a great variety of experiences. National Science Foundation sponsored programs have provided many rich experiences for me beginning as a young teacher at Boston College in a three year summer program which provided me with the tools to teach my students the latest Earth Science curriculum. I have also enjoyed the programs that have been federally funded, most recently the NASA Educational Workshops at Goddard Space Center and the National Science Teachers Association's Webwatchers.
The education of our children is a multi-faceted process involving complex issues. Gender equity issues exist in both the education of teachers and in the school and classroom settings. Although great strides have been made, more are needed. Females need the opportunity to learn within their unique framework and be given the opportunity to take leadership positions. Special programs and opportunities addressing gender needs should be encouraged. In a school setting this may mean smaller classes and more staffing and as a result more funding. Today's financially stressed schools are not able to provide for these needs and federal support can help them become a reality.
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Requiring Earth Science of all students nationwide would significantly increase the quality of science programs. Earth Science is an exceptional vehicle, through which to work at developing the potential of students and preparing them for the real world. Experiences for students must provide opportunities to seek answers to questions and develop solutions using sound problem-solving techniques. Teachers provide the guidance students need to develop a working knowledge of how to access, generate, process and transfer the information needed to complete problem-solving activities.
Teaching science as a system, rich in interdisciplinary links using mathematics and technology as tools, helps lead students to discover an understanding of the interconnectedness of their world and an appreciation for the importance of their role within their local and global communities. Encouraging students to look for patterns and to recognize the value of change helps them assimilate information and develop understanding that can be used as a resource in their adult lives as participating citizens preparing them to serve on governmental boards such as a Town Planning Board, as I have been able to do. Some concepts that would readily apply are the understanding of the importance of research and development in the field of solar energy to reduce our dependency on oil and fossil fuels, the protection and conservation of our environment, and the need to maintain without financial burden large tracts of land to preserve wildlife and support managed tree farming.
I have many more issues I can elaborate on in addition to those issues I have presented but have been given only a very short period of time to produce this document. I offer my extensive educational experience and deep commitment to promoting excellence in science education in my willingness to serve in an advisory capacity as a resource for the legislature. Thank you for giving me this opportunity and for your recognition of all Presidential Awardees for Excellence in Mathematics and Science Teaching.
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BIOGRAPHY FOR FRANCES SCELSI HESS
FORMAL EDUCATION
Ed.D., Teachers College, Columbia University, NY (1987); B.S. (1965) & M.S. (1968), State University College at Oneonta, NY; C.A.S. (1980), State University College at Cortland, NY. (Extensive list of courses in all science related fields taken since B.S. degree.)
NEW YORK STATE CERTIFICATION
Teaching: Biology, Earth Science; General Science Administration: School District Administrator, School Administrator & Supervisor
TEACHING EXPERIENCE
Cooperstown Central School—Cooperstown, NY, 1967–present
Currently Teaching Assignment: Regents Earth Science
Past Teaching Experience: Non Regents Earth Science & Biology, Advanced Computer Applications, Desktop Publishing in Science, Adult Education Computer Instructor
Other Roles/Experiences: Grant Writer: Computers, Mentor Teacher Internship Program; Committees: Special Faculty Committee, Computer Advisory Committee, Outward Bound Leadership Course Committee & Research Analyst, Building Council Chairperson, Career Education Coordinator, Academic Council, Technology Committee, Student Research Advisor for local, state and national level competitions; Past Student Advisor: Future Teachers of America, Student Council
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State University College at Oneonta, NY, As needed 1986–present
Adjunct Teaching: Science Education & Computer Courses
State University of New York at Cobleskill, NY, 1994–1995
Adjunct Teaching: Advanced Computer Science Courses
Clayton Bolton High School, Voorhesville, NY, Biology & Earth Science
South Colonie Central School, Albany, NY, Jr. High Middle School Earth Science
SUPERVISOR OF STUDENT TEACHERS
State University College at Oneonta (19+), Teachers College, Columbia University (1)
CONSULTANT
New York State Education Department
Core Curriculum Guide Writer: The Physical Setting/Earth Science, Elementary Science Core Guide, K–12 Science Curriculum Core Guide
Regents Earth Science Advisory Committee, Elementary Science Mentor Training
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Regents Earth Science Test Review Committee, Regents Competency Test Item Writer
Earth Science Certification Test Validation Committee, Regents Earth Science Range Scoring
Knowledge Estimation & Job Relevance Panel, Regents Earth Science Test Item Writer
Revision Writer, Middle & Junior High School Science Syllabus
Middle/Junior High School Science Advisory Committee for Regents Competency Test
State University College at Oneonta: Eisenhower Title II Earth Science/Physics Teacher Institute
American Geological Association: Reviewer, Writer & Editor for EarthComm Textbook
PROFESSIONAL ACTIVITIES
Regional Earth Science Teacher Mentor
NYS Earth Science Mentor Representative on NYS Math Science & Technology Network
Former BOCES Elementary Science Mentor, ESPET Trainer & Coordinator
Teacher Mentor Internship Program Coordinator & Grant Writer
Workshop & Inservice Activities
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Presented numerous workshops in various curriculum areas at local, state and national level
Coordinated local, regional and statewide professional conferences
Continuously attend & participate in numerous workshops (In 2000: STANYS Conference, NSTA Convention, St. Thomas Aquinas (STEF), Syracuse Forestry School (ESP) )
Involvement in Professional Organizations
Phi Delta Kappa—Offices held: National Delegate & Alternate, President, Vice President, Research Committee
Science Teachers Association of New York State—Offices held: Section President, State Level Vice President, Secretary, Director of Sections, Conference Committee
National Science Teachers Association: Safety & Professional Development Committees
Cooperstown Central School Faculty Association—Office held: Vice President
Delta Kappa Gamma, National Science Teachers Association, and others
RESEARCH
The Cooperstown-Outward Bound Summer Program: An informal look at the program's impact on the lives of students. Outward Bound National Office.
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Evaluation of WATTS IN A HOME: A microcomputer program for sixth through ninth grade science students. Teachers College, Columbia University.
Rural Attitudes Toward Public Education. A PDK Research Project.
PUBLICATIONS
Committee Writer: New York State Education Department
The Physical Setting/Earth Science Curriculum Core Guide 2000
The Elementary Science Core Curriculum Guide 2000, Pre K–12 Curriculum Core Guide–2000
Contributing Writer & Editor: American Geological Institute
High School Science Textbook: EarthComm–2000
One of Six Contributing Authors—Glencoe McGraw-Hill Publisher
High School Science Textbook: Earth Science: Geology, the Environment, and the Universe–2001
Revision Writer: Astronomy & Aerospace Science, Block F: Syllabus for Middle & Junior High School. Albany, NY: State Education Department, 1985.
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''Teacher Burnout: Recognition & Remediation.'' School Administrator Association of New York State Journal. (Winter, 1980–81), 11:64–72.
Numerous miscellaneous newsletter articles as Vice President of STANYS and in other leadership roles.
GRANT WRITING
Wrote and received numerous grants for classroom: Earth Science Classroom Computer Network ($40,000), Video Technology Grant ($1600), District Teacher Mentor Program ($3800), Assisted in the initial development of the Dwight D. Eisenhower Title II Statewide Network for Earth Science and Physics Teachers at the State University College at Oneonta ($70,000) Grant continues to be basis for continuing currently existing program.
COMMUNITY INVOLVEMENT
Town of Laurens Planning Board, Science Discovery Center of Oneonta—Advisory Board; West Laurens Bicentennial Committee, Member of St. Mary's Church; Oneonta Boychoir Finance Chairperson & Coordinator
AWARDS/RECOGNITION
Inducted into Phi Delta Kappa—elected first woman president of chapter; received Phi Delta Kappa Reed Travel Seminar Scholarship to Australia & New Zealand
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Inducted into Delta Kappa Gamma, Distinguished Alumnus of State University College at Oneonta
Inducted as Fellow of the Science Teacher's Association of New York State, also received Executive Committee Service Award & Conference Committee Service Award
National Radioshack Teacher Scholar in Math, Science & Technology, 2000
Lab Products Association Award—1997 NSTA National Convention
Optical Society of America Educator's Day Workshop Outstanding Educators Award
Sigma Xi Outstanding Science Teacher Award & Honorary Membership (Scientific Research Society)
Recognition for mentoring student winners in local, state and national competitions.
Discussion
Teacher Recruitment/Retention
Chairman BOEHLERT. Thank you very much. Thank all of you very much. We have a high attrition rate. In the first five years we lose so many. How do we keep them? How—what was it—what was the magic that kept you in education and that prompted you to resist the temptation to go chase the dollars elsewhere? Because a good part of it is the dollars. And the second part of it you do not have to respond to this, but I do not know how you put up with the bureaucracy of education administration. It defies description in my estimation. But what do we do to keep the people in the classroom and not get discouraged? Do you want to go right down the line and comment on that?
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Ms. KIELB. I would say, number one, pay new teachers a decent wage. They need to continue their education to maintain their certification. And teachers have to pay out of their own pocket instead of in business where your business pays for that. So our young teachers that are starting new families, they are paying for continued education and they are having a really, really rough time.
Secondly, to help districts with mentor programs where the mentors are paid to do the work. I stayed—well, I had a wonderful mentor who did not receive a cent. But she helped me get through those rough times in the beginning.
Chairman BOEHLERT. Do any of your schools districts have any provision for continuing education assistance from the school district, from the school budget? Any of you have that?
Ms. KIELB. No, sir. Mine does not.
Chairman BOEHLERT. How about the audience? Any—well, at least there are some. That is good. There should be more, obviously. I mean, you are right. Any prudent business recognizes the value of continuing education. And most businesses, at least the Fortune 500 Companies, have some provision to assist the people in financing the continuing education.
And do—how about budgets for mentor assistance, is there any—do you have any resources available for that?
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Mr. SCHRANDT. Very limited.
Ms. KIELB. My school district does now.
Dr. HESS. Some do.
Chairman BOEHLERT. A few do.
Ms. ROWLAND. Mine does not.
Chairman BOEHLERT. All right, Ms. Rowland, do you have a comment?
Ms. ROWLAND. Just that I agree with the statement that was made. Most often if there is an mentor teacher provided to beginning teachers, it is just that first year entry year. I would like to—I think that would be something that would be very helpful, for that mentor process to continue longer than just that one year and then it is over.
Again, where I am from there is no funds to do that, to provide for being that mentor teacher. But I do think the support is invaluable.
Chairman BOEHLERT. Mr. Schrandt?
Mr. SCHRANDT. You asked what kept—keeps us in the classroom. I would have to say it is the kids. Being in there, if you are doing relevant stuff and watching them learn, you know, it is very intrinsic but it is also very powerful.
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Chairman BOEHLERT. Yet there are so many leaving. I mean, I have to believe——
Mr. SCHRANDT. I do not——
Chairman BOEHLERT [continuing]. They are concerned about the kids, too.
Mr. SCHRANDT. They have not had—I think they are concern but they have not had the chance to see the rewards, the intrinsic rewards that can be there. And I think the mentorship has to be there. I think that is where the concept of a leadership—or not—I am sorry. A community, learning community where everybody has a vested interest in what is happening in the schools.
Chairman BOEHLERT. Well, fortunately, Dr. Hess comes from a community where there is more involvement. And, Dr. Hess, what do you have to say?
Dr. HESS. Well, I think it is really very important that we have mentors for our new teachers coming in. If anything, we need to protect them. They come into a new world. They do not really know what they are getting into. I can remember the first day when I walked into the classroom, they said, here is your room and there is your books. Okay. Like I knew what I was doing.
So I think it is really important that the other teachers and the schools take it upon themselves professionally to help the new teachers. This is not an easy thing to do.
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So some places you do have a mentor program. In our school district we do assign a mentor to work with them. But it is very minimal.
Mentoring Role
Chairman BOEHLERT. Let me ask you, all how about the mentoring role. I would assume that you would be the ideal candidates to say boy, we want you to get more involved in helping to tutor and train other teachers. And would there be any additional compensation with that added responsibility that they request you to take on? Is there any——
Dr. HESS. We have a mentor program in New York State, kind of. And we have a mentor program for earth science teachers, for physics teachers, and chemistry teachers, biology teachers. In the beginning it was, I think the very beginning when I was working on helping them set this up at State University College of Oneonta where I am a graduate of, they—we had Eisenhower Funds to start this going. But now the Eisenhower Funds have been—are gone. So we——
Chairman BOEHLERT. Well, the money—there is actually more money into Title I.
Dr. HESS. However——
Chairman BOEHLERT. We keep approving more money because we recognize it.
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Dr. HESS. Right.
Chairman BOEHLERT. Everybody—wishful thinking is not going to create better educated students. And it is not a blank check either that is going to do it. It is going to be a combination. But I know of no way, and I tell my most conservative constituents who sometimes think I move too far to the middle in my thinking, that you have got to have money for education. You just cannot do it on a wish and a prayer.
Well, let me recognize a distinguished member of the Committee, a former Superintendent of Education for the great State of North Carolina, Mr. Etheridge.
Mentoring/Facilities/Testing
Mr. ETHERIDGE. Mr. Chairman, thank you. And I want to say thank you again for holding this hearing and inviting the people who every day go into the classroom and fight the battle of ignorance in this country. Because this is really what it is about. Because if we stop, we go backward. And we appreciate the job you do every day in the classroom. And it really is that.
And as the Chairman said, I did serve for 8 years as Chief State School Officer or State Superintendent of Schools in the State. Worked very closely with our teachers. I do not know if Kitty Rutherford is here today. If she is I hope she will raise her hand. She is a North Carolinian from Garner. An outstanding teacher. She teaches in Raleigh.
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And she—I do not know if she—you have, Ms. Rowland, as a teacher who went to the National Board. But I can tell you, North Carolina has more teachers certified by the National Board than any other state in the nation. And we do give our teachers the stipends. We are grateful for the job they do.
And I have always actively sought the counsel of teachers as superintendent and still as a Member of Congress. Because they do give you an unvarnished truth, if you will listen to them. But too many times politicians talk the talk but they do not walk the walk.
And I think the challenge we face is we may have put money somewhere else, but I voted against the money last year when they took the Eisenhower money out, because that was a mistake. That money will go somewhere and it will never show up in math and science.
And my state has made great gains and I am grateful for it. But we have got a long ways to go. And it is true all across the country. And you have already covered in your testimony many of the things I want to ask a question for. But I want to get them on the record again. Because I think it is important to get them there.
There is no quick fix, there is no quick answers, we know that, to improving our schools. We also know quick fixes do more harm than good. And you know that better than anyone else. Improving education comes with a quality person in the classroom used in a quality curriculum day in and day out. So my questions are really three-fold as we look at that. And I hope you can touch them very quickly so we can get them on the record.
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First, I would like for you to comment on the—your experience of having mentor teachers. We had that in North Carolina at one time. And what happens, budget cuts take them. And staff development, whatever you call it is critical. It is the last thing put in and the first thing taken out at any level. And the people who lose it or get hurt most really are the children. Because you can still teach, but the new ideas do not get there. I hope you will touch on that as we talk about having master teachers helping with science and math.
Secondly, I have worked since I have been here to try to get some construction money to build some schools in this country. We can build every darn thing else that comes along, but when you start talking about schools—and for math and science, that science classroom is critical if you are going to help children. And too many times we ride by and we see the same building. That is not the issue. You go inside and we are using science equipment we used 25 years ago or even longer. I hope you will touch on that.
And thirdly, this whole issue that you have touched on testing, when you talk about the subject of student testing, it generates a lot of controversy. And, obviously, if you are going to measure progress you need empirical data to be able to compare. But the concern has also been raised that too much emphasis has been placed on testing. And I would like for you to touch on that of the desirability of the various testing technique so that we can be creative in teaching children who have broad ranges of learning patterns, that so many times we do not reach because we are so busy trying to fill in the bubbles. And whoever would like to start. I hope each one of you will talk on staff development, facility, equipment you need, the whole issue. Thank you.
Ms. KIELB. Okay. First of all, I did not get to say before, my school district has still—now we do have a mentor program. It is a 3-year program. And it most intensive in the first year. Right now I am in my third year as a mentor of a new teacher. I am feeling I have deserted her to some degree in this last year. But it is still very, very hard for new teachers.
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Secondly, I know we really do need money for buildings. I am really lucky to be working in a building, when I moved from teaching all math to teaching both math and science, it was a top priority to make a science room, which meant bringing in sinks and counters and lab tables. And that happened within my first year of that change. So that was really nice.
And thirdly, the last one, testing.
Mr. ETHERIDGE. Testing.
Ms. KIELB. Well, I said something about testing already. In Michigan we have a really great set of standards, good instructional materials to support our standards in our own Michigan assessment that is very closely connected to those standards. We have been testing not every year, but about every three or four years. We do need to have those measures. I just do not want it to become what our entire——
Mr. ETHERIDGE [continuing]. Curriculum.
Ms. KIELB [continuing]. School year is focused on.
Mr. ETHERIDGE. And, Ms. Rowland, as you start—and I know our time is winding down, Mr. Chairman, I hope you will be a little generous on this. In the budget today the issue you raised earlier as it relates to the National Board is zeroed out in this budget. This is before the House to vote on today. And I plan to vote against the budget for that along with several other reasons.
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Ms. ROWLAND. Staff development is vitally important. Again, I am speaking from a rural area viewpoint. It is very difficult. Often we are far away from any resources, from any availability to get to that quality staff development. We need to look at that in terms of helping the teachers get to those areas.
One thing in terms of funding for the classrooms, whether equipment, I know in an ideal world we would have plenty of finances. This is not an ideal world. One thing that I was able to do in a rural school that lends itself well, a K–12 school, is to work part—work with the secondary teachers in partnership projects so that my students can go into the biology lab and the chemistry lab and work together.
On testing, that is very difficult to address. But one thing that I see, again in my view, my area, is the fact that we come in—at my grade level there is testing at one year and then the next year it is a different group of students. If there could be continuity in that group of students to measure progress each year. We see the progress each year. I think that is very important.
I had children come to me this year, two and three grades levels below my grade level, again because of the transient and not staying in one school system. And I think that would be helpful.
Mr. SCHRANDT. On two of those issues, the one about new teachers or dealing with new teachers. As part of the project that where we instigated or initiated the interactive mathematics, which is a standard-based curriculum, our district—well, the program asked and then the district has agreed to continue that in the first two years that these teachers are in that project they have one less class to teach. And that class is used then as a professional development period. I do not know how I could have gotten to where I did without having that time. And that was an opportunity to work with usually another teacher that is in the same boat as I was. And then having some mentors come in from the grant.
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About the testing—well, it is about testing versus assessment. So often I think these testings really, the results just show economic, socio-economic factors and not learning. Assessment, if it is ongoing, can be used to direct teaching and learning. And I think in that respect, yes, we need it. But that is where it needs to be. Thank you.
Dr. HESS. Getting back to the mentor problem, in our school we do have a mentor program but it is very, very nominal. You have a teacher that works with you the first year. That is it. And it might be once a week or talk to you. And if you have questions you have like a buddy.
But the mentor program goes beyond that in New York State. When we talk about ourselves as mentors, we go—we would work as regional mentors with teachers no matter young ones, or older or veteran teachers just to keep them in contact. This is especially crucial in the rural areas where they want to find out what is happening in science education and getting the word down from the State Education Department and from the Federal Government. It is very important that teachers understand what is out there.
When we had the Eisenhower money, when they learned about, when we told them, go ask your administrators, what are they doing with that money. You can use this for this and that. That is when they started using it. So this mentor relationship is more than just in the school building. It is kind of helping them as a professional overall no matter what level they are at.
As far as equipment, this is a big, big, big, big issue in science. And science is so expensive. Everything I mean, it is just a crime when you have to buy some things through scientific companies and they charge an arm and a leg for a simple little, two little plastic thermometers that you flip around. And 12 of them are like $35. I could go out and try to find something, put it together and save so much more. But that takes so much time. So some schools are allowing us to take some money and buy locally and—but that takes time. And time is as, you know, valuable. It seems like there is never enough time in teaching.
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So equipment is a big issue. And that is why if we could get some funding that goes to the school designated for science equipment. When our budget was cut back, the first thing they took out was equipment.
As far as assessment and testing, in New York State we are fortunate, I believe, and we have a very good New York State Education Department who works so hard with all the teachers from around the state to develop good testing programs in the sciences. But testing does not tell you the whole story. There is so much more to teaching than a test can show. So I think you have to put it in perspective.
Mr. ETHERIDGE. Mr. Chairman, thank you for being so generous. Let me ask one final question.
Chairman BOEHLERT. No, no. You cannot do that because I am going to go to Dr. Bartlett——
Mr. ETHERIDGE. Okay.
Chairman BOEHLERT [continuing]. Because we are constrained with time. We have a vote in progress. And Mr. Smith is dashing over there, hopefully to get back, so we will not have to interrupt this. Dr. Bartlett.
Inspiring Students to Enter Math and Science fields
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Mr. BARTLETT. Thank you very much. Your job and your responsibility is more important than you might have imagined. In another life I worked for a number of years for IBM. And we knew that we were in danger, this is about a quarter of a century ago, in danger of losing our superiority at IBM and in this country in computers for a very simple reason. Every year Japan was turning out more and better scientists, mathematicians and engineers than we were. And we knew at IBM that that could not continue. And we still remain the premier company in the premier country for computers.
Today so few of our bright young people go into science, math and engineering that we are at risk economically in this country. We will not continue to be the world's economic superpower unless we do a better job of attracting bright, young people to these disciplines. And ultimately, we will not continue to be the world's premier military superpower. That requires scientists, mathematicians, and engineers.
Go to any of our graduate schools and you will see the big majority of students there are from other countries. They are not from this country.
I would not be a scientist—I taught science for 24 years. I have about 100 papers in the literature and 20 patents. And I would have done none of this except for one teacher. I did not go to college to be a scientist. But I came out of college dedicated to be a scientist because of one teacher that turned me on. He was both inspired and inspiring. And I know that you know the most important thing for teaching any subject is for the teacher to be both inspired and inspiring.
The question I want to leave with you and you will have to answer it when we return because we got to go quite immediately to a vote that has got about four minutes remaining in it. And that is, what can we do to attract more and better science teachers? And what can we do to capture the imagination of our population at large and inspire our students? You know, right now our best minds are going into two disciplines who at best are commendables. And at worst are parasitic on our society. That is lawyers and political scientists. And that is where our best minds are going.
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So you know, help us to understand what we can do to attract more inspired and inspiring teachers and capture the imagination of our general population and inspire more of our students to go into these disciplines. Thank you very much.
Chairman BOEHLERT. We have got four minutes and 50 seconds. So it looks like we are going to have to go very soon. And anything when you resume, unfortunately, I will not be able to come back. Mr. Smith will be—I have other commitments on the Senate side.
But one of the things I am particularly interested in is inspiring young women and minorities to go into math and science disciplines so that we can produce products like Dr. Hess here who has a Ph.D. in bio-chemistry. And at a science fair just two weeks ago in my district at Utica College, I was so pleased because if I had had that same event when I started 20 years ago as a congressperson, I would have had maybe 50 or 60 kids, maybe 48 boys and a couple of girls. Today there are more young women than men.
And I intentionally brought with me one of the brightest starts on our horizon, literally and figuratively, Eileen Collins, who Colonel of the Air Force, the first Commander of a space shuttle, New Yorker, Dr. Hess. She is from Elmira and a distinguished graduate from Syracuse University. But boy, was she inspired and was she inspiring. So we got to find more role models.
But the whole question of finding more people with your talent and your drive and your dedication to commit to teaching is a constant quest of mine. And I am always concerned because I do not want all the other dedicated educators teaching French or Social Studies or History to think that that is not important. It is very important and I recognize that. But we have got to get more people like you.
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And with that I have to say, I have three minutes and eighteen seconds to get to the Capitol. So we will take a temporary recess until Mr. Smith returns. Thank you very, very much.
[Recess]
Mr. SMITH. The Committee on Science will reconvene. Ladies and gentlemen, thank you very much for your patience. We had four votes which is unusual. There is, just for your information, a slight argument over the budget. And so adjournment votes are one way to protest from somebody or other that they might not have what they want in the next piece of legislation. So we had two adjournment votes.
I am going to ask at most a couple questions. And then if staff is set to have an open mike, what I would like to do is have everybody—maybe we can pass it down the line. But everybody that has a thought that you would like to go on the record that we will be giving to all of the members of the Committee, we would like your thought or suggestion of how we meet the challenges of doing a better job in math and science education in the United States.
And I would just add to that that after September 11 we have probably even a greater challenge. And as we move from the industrial age to the age of information technology, just a need for every student regardless of whether their career is in engineering or science or math to have a better understanding of the technological world that we live in. So we are looking for your guidance as we move ahead.
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Parental Involvement
My one question for the four at the witness table is how important is it to involve the parents in our efforts, especially with maybe some of the at-risk students, and how do you go about doing this if you do it. And we will start with you, Ms. Kielb, and go across.
Ms. KIELB. Well, I think parent involvement has a huge effect on a student's success. But there is a point where as educators we just have to do what we can with what we have and move from there. So I would like to encourage parent involvement as much as possible. But as I said, we just need to take what we have at the school, take care of kids' basic needs so that they can be ready to learn.
Mr. SMITH [continuing]. Have a comment on some tips on how you might best do that?
Ms. ROWLAND. That is a very difficult question. At times I think it is a little easier for elementary teachers to get the parents involved in the classroom. They are there much more than they are in high school. It is very difficult. And I think until we are able to connect individually with those parents personally, speak with them personally, it is going to be very difficult to get them into the classroom. And that is very hard.
Mr. SMITH. And Mr. Schrandt, Dr. Hess, I am going to excuse—give you my apologies for not letting you answer this. I understand that our time table is at 1:30. And what I would like staff to do is go right down the line and pass the microphone right down the line so every teacher has an opportunity to give your name and your school district at least. And if you have a suggestion to include that. And the challenge would be to try to do this in 35 to 40 seconds.
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Ms. BARSALMA. I am Cathy Barsalma. I am from Southlake, Texas. I am a kindergarten through fourth grade science enrichment lab teacher. But I am here this year as an Einstein Fellow. So I am going to pass it on down.
Ms. HOSS. I am Cathy Hoss from Frederick, Maryland. I am also an Einstein Fellow but I am going to answer your question about the parents, if you do not mind. We are both former awardees.
I think you need to make school an inviting place where parents are welcome. And teachers need to reach out to those parents because parents have this feeling that once their students get older they are not welcome. And I think we need to make the school a very welcome place. And also make it a community place, a place where community activities. We always have our MT Bows Banquet at school and the parents come and they have a wonderful time. And the teachers—and what—we just enjoy each other socially. And that makes—you hook the parents. And then they are more willing to come in and help with other things. Thank you.
Mr. ZULA. My name is Len Zula. I am a retired teacher. However, I am a guest of Dr. Hess. And I would like to comment on that in the respect of I live in the suburbia area now. We have teacher's night. You cannot find a parking spot within two blocks of the school. I was a teacher at an inner-city school and on parents' night you were lucky if you had one-fifth of the parents that you really hope for. I mean, it is a big point there. I do not know how to correct it. I do not know how to make it better. But it is—something is really missing there.
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Educators' Tips for Success
Mr. SMITH. Here again, you know, I am not—I want your expansion not just on this—my question on parents. But it is something very important. But tips that we can pass on that each of us will probably take back to our states in terms of what you found to be especially helpful in your efforts or enthusiasm or what kind of a teacher really accomplishes, what you have accomplished.
Ms. SCRIPPA. My name is Eldona Scrippa. I teach third grade in Madison, New Jersey. Parents are an integral part of the project that I did and wrote up for the PAEMST application that brought me here. Without parents I could never have done it. The project on which I based the application was—in the math in this town. It involved a lot of going out into the community. And without the parents—and one of the parents happens to be an historical architect. So I exploited her talents to the fullest in making the project more meaningful. And without all the parental involvement I may not be here today.
Ms. GLOVER. I am Cathy Glover. I am from Baton Rouge, Louisiana. And I am glad to be here. I am National Board certified. I am the first teacher in my state to get National Board certification in the area early on—mathematics. And I am in a research project in Baton Rouge. And I think one of the things that I would like to pass on to Congress is professional development is unanimously one of the most powerful things that we can do to make teachers touch children's lives and help them in math and science education. That is the number one thing I am seeing across the board. So whatever you can do to support especially the National Board process. I am currently acting as a mentor in my state. And it is a very powerful form of professional development.
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And I think as political leaders, both the Legislative and the Executive Branch, can act as a big pulpit to communicate some of the ideas. Because I am thinking the same thing, after 9/11 math and science education is not just required for us to remain an economic power, but if we do not continue to develop the technology in order to continue to defeat terrorism we need to have engineers and scientists. I tell my children that.
And I think if legislatures, teachers can communicate that to parents, because parents need to know what is at stake. We cannot afford to have people walking around saying, well, I cannot do math. We cannot afford to have men not understanding how to do engineering. We cannot afford to have people—import people from other countries because they are a security risk. We need to have people in America who can do math and science.
And we need to communicate what is at stake with our parents and our business community. Thank you.
Ms. DOUGLAS. Leanne Douglas. I teach fourth grade in Beaumont, Texas. And I want to just comment on two things. First of all, on parent involvement I think we need to teach parents how to be involved. And we do have some schools at our district that do parent training nights where they actually teach the parents how to help their children. I think that is important. Because many times the parents hesitate to come because they do not know how to help.
And the other thing I want to comment on was new teacher support. I have a daughter who said she would never be a teacher. And she is now teaching. She is a first-year teacher. She gave up the career in the health care industry and came back to teach. What she has now discovered that as an elementary teacher she really cannot afford to teach. Because the salary is so low that she is using a lot of her money for her supplies and things in her classroom. She is in a district in central Texas. So I think we need to support the new teachers and maybe some other way, but definitely in some type of salary.
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Ms. SCOTT. I am Corinna Scott. And I am from Brunswick, Georgia. I am an elementary teacher so I am going to probably not be as eloquent. I am going to be a lot more simple than all these other eloquent folks.
My great concern for science is that any time we have children, and we have an alarming proportion of children that cannot read. Unfortunately, in school systems, I know in Georgia, I don't know about other states, but anytime there is any extra remedial instruction, children are pulled out of science. They are pulled out. And it is unfortunate because science very often is the one thing that could hook the little LD kids or the kids that—they are fascinated by it. And I think a lot of them are just plain old OD'd on fantasy and cartoons that are starved for the truth, they are starved for the facts. I think somebody needs to be aware that when you preserve the time the children have with science they do not need to be pulled out.
And the other thing in—this along with the reading. It really has maybe nothing to do or maybe everything to do. I am just going to ask you to think about it. I would love for somebody to look into getting these children that cannot read, somebody needs to make the funding available for these children to see a doctor, an eye doctor, an ear doctor. Many times it is physical problems that go undetected. School screening does not do it. We have a really easy way to reach a lot of kids and turn them around. And I have never seen any state that has any avenue that does this.
Mr. SMITH. That was elegant.
Mr. KARLGARD. I am Don Karlgard. I am a high school math teacher in Brainerd, Minnesota, the home of Paul Bunyan. I taught high school math for many years. And I have talked to my kids about the different careers using their math and science background. And encouraged them to, you know, to pursue the different engineering fields or to become an actuary or take a look at it and see what that it is. And—but always it comes down to the dollar. When the starting teacher's salary is $25,000 to $30,000 in our state and they are going to go out as an engineer for $40,000 to $60,000 at least and be making way over $100,000 in a few more years, it is a no-brainer for them.
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Ms. IRELAND. I am Fran Ireland. I am from almost the middle of the United States, Kansas, Manhattan. And I teach fourth grade this year. I agree with the money that we need for beginning teachers, all teachers. But I served on an advisory council for Kansas State University in the College of Education. And we had several—we had diversity serving on the council. And one of the things they mentioned was prestige. Not only is there not any money, but then you do not live in a very respectable area yourself. And you need prestige. And so money, doctors, lawyers and all those people live in places and prestige is needed.
Another thing I—you mentioned about parents. In my school I have at least 13 languages represented. And we are also a Title I or Chapter I, whatever the title is this year. And the—we are—I right now am becoming, I guess, endorsed in ESL. So your staff development opportunities and your partnerships with the university have made me who I am today. And I measure all the success that I am by what my students are able to do.
And I think that you looking around in this room, because I heard the people here all mention partnerships, I heard them mention staff development opportunities, and I heard them mention activities with the State Departments that have academies or special learning.
Well, we are your successes. So—because we have all been involved in that. It has changed the way we teach in our classroom. We have probably gone out and hooked, I don't know how many, other teachers doing this very same thing, who go out and hook their students. So it is not just students recommended or involved.
And then I would like to share this story after 9/11. Many of—so many of our families that also are from different countries that are going to go back. But we hosted a large pot-luck dinner because we had some families afraid to send their children to school, what might happen to them, how would they be abused. It was a wonderful—so when you—you have to be involved with your families. When you mention family involvement, getting them involved, you must be involved your—I mean, it—your community. It has to be there.
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And just one last story. When you have those parent nights I always call on my parents. And I called this one home and I talked with the daughter. And this girl was someone that had been born in Topeka, Kansas. So it is not too far from Manhattan. And I said, well, could I speak to your mother. I just wanted to tell her about the parent night and really encourage her to come. And she said, well, she cannot. She doesn't speak English, she only speaks Spanish. And I said, well, then, Laura, you need to come right along with her. And I will not mind if you just tell her everything I am saying. She has been to every conference, 100 percent attendance from my family. Thank you.
Mr. SHUER. Robert Shuer from Grand Rapids, Minnesota. I am north of Paul Bunyan. I have two thoughts. In our state there is some parts of the state there is funding for national certification, there is some incentive for teachers. But in other parts of the state there is not. So there is a have and a have not situation going on. And I think you are going to find that in a lot of different states. I would like that, you know, you need to consider maybe somehow equalizing that.
Same issue, I have a real concern over the last couple of years I have seen some grants that have had partnerships between universities and high schools. I was part of one. But going to AAPT meetings in it, I have seen sometimes where the universities have used the high schools as a means to get their equipment. And we have sort of been the pawn for them to get the money so they could do what they want once the grant is done.
Mr. SMITH. You mean, the equipment would go to the university?
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Mr. SHUER. The university would use the equipment and bring the teachers, train the teachers or show the teachers how to use it. But once the grant was done the equipment would go to the university. I have a major concern that as we do the partnerships that some of the schools that are in rural country, rural areas in the country are not addressed. And—big universities because they have the grant writers and that ruled that you will get the grants going to those places. So again, we will have a case of have versus have not.
Mr. SMITH. Good point.
Ms. O'BRIEN. Hi. My name is Emily O'Brien. I am from Long Island, New York. And I spent many years as a teacher. This happens to be my first year as a principal of an elementary school. So as a teacher I can look back at what made a difference, what made me to really strive to do all the things that I have done in my career. And I would have to say that it has been mentioned partnerships, seeking out those partnerships through universities. And people that are involved in research are so happy to be a part of your classroom. That has made a tremendous difference and has really brought science to life in my classroom.
Another thing are the National Science Foundation Grants. I have been involved in three of them which involved training of teachers. There are so many teachers willing to give up their summers to make a difference and learn something new. And then they turn-key and they give that information through staff development to other teachers. I cannot think of a more efficient way of making a difference in teachers than have teachers be trained and turn-key. Especially, if they are involved in their own school district, these staff development can be ongoing then. And that is what we all need is ongoing support in the classroom.
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Mr. SMITH. Thank you.
Ms. MOORE. Hi. I am Cathy Moore. I am an elementary science teacher in Grandville, South Carolina. And I would like to address your question about why so many teachers are leaving the classroom. And as has been said many times before, one problem is the low salary. But another problem that we face in elementary school is that we are burdened with so many demands, which I guess I should not limit it to elementary. The secondary as well.
Many of those demands are more baby-sitting or bus duties or lunch duties. There can be a day in the classroom where we show up at 7:30 in the morning and we are with our students for the entire day until 2:30. So a lot of the demands that are put on us, the paperwork. A lot of people come to the classroom and they may love the children but faced with all the demands that they have, they work very, very hard.
Many people think that we leave at 2:45. Well, we do not. And if we do leave we take our work with us. So the demands of the teacher are many. And it is certainly not a 7:45 to 2:45 day. And with low pay a lot of people just are not willing to continue with it.
Ms. DONBRINK. My name is Kathleen Donbrink and I teach high school chemistry and suburban St. Louis. And as a teacher who has a Master's Degree in chemistry I am concerned about teachers coming on line to teach my subject area who are well outside the discipline. And a lot of emergency certification that has been pushed across the board to allow that to happen. And I do not think that you need a Master's in chemistry to teach my subject.
But I would like to see support, possibly for summer workshops like NSF ran like 30-plus years ago when I started teaching. Where our teachers can come and really mingle with their colleagues to really learn about the teaching methods that are effective in the classroom. And not just have university-type courses but more practical issues addressed. Thank you.
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Mr. SMITH. Diane, if you would take—and we have about—we will take about another four minutes. And so the other teachers if you would keep the mike and move it around to the other teachers.
Ms. CARLSON. My name is Barbara Carlson and I am from Norman, Oklahoma. I teach fifth grade. One of the things I would like to address is the question about how do we keep teachers in the profession. And one of the many things that we have spoken about here was the peer or the collegial mentoring program that probably needs to be more nationalized.
Right now in our state, however, we do have a mentoring program that is conducted by the State of Oklahoma. However, there is no real training for it. That training comes via grant money. And any day that grant money may not be there. It is doing an excellent job right now the grant money with educating teachers on how to mentor other teachers.
My district, however, is also getting in with this mentoring program. However, money is still an issue.
Ms. PHILLIPS. Hello. I am Karen Phillips. I teach in a rural school outside of Ardmore, Oklahoma. It is called Lone Grown Public Schools. I would like to address the fact that as a teacher I learned more my first year of teaching than I learned in the five years I was in the university.
And if it was not for a mentor my first through third year I do not believe I would be the teacher I was today. She received no compensation for this. But I would like to see a program put in place, and in my state, and in all of the states, so that other beginning teachers could get the same assistance that I got.
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Also, I would like to address the loss of the Eisenhower Funding. In Oklahoma we had a project through Southwestern Educational Development Laboratories where we had state-wide study groups led by the Oklahoma Master Teachers of which I was a member. And we would get together in groups of 10 to 12 to discuss professional issues and grow together professionally. Without the funding we will eventually have to cease that. So I would like to see that put back in place. Thank you.
Ms. STARK. Hi. I am Joyce Stark from Sunnyside, Washington. And I teach high school. Just this past year I have been teaching middle school. But I am involved in a reform that is going over the State of Washington to enhance inquiry science in the classroom. I have been involved a lot with elementary teachers this past year.
And I would like to focus on the comments on the professional development that we are trying to do by writing grants to set up regional centers to help the teachers in elementary to get the science kits in their classroom or provide this development. We are using other funds, including some of our state funds to do this. And it has become very successful.
We have a plan for five years that the teachers would be trained in a different series from learning how to use kits to teach inquiry science to more in-depth thinking. And the funding is very short for this. And if we could find more funding to support this it would be a wonderful venture. It is safe to say that our teachers in the area which I am working in leave every year. And so we train our teachers and we have to retrain again. And this grant money that we are looking for would provide that ongoing training for new teachers coming in and then they are leaving.
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Ms. GILL. Hi. I am Becky Gill from Chicago, Illinois. And I am a gifted resource teacher. I teach third, fourth and fifth grade math and reading. Our program is very, very important to the students. Our students are two-plus years accelerated. And I just wanted to talk very briefly on how important it is not only to have education and high standards for all students, but also raise the bar for those students who are talented in mathematics.
I think so often that is one of the first programs to get cut when schools have a tight budget or go into deficit, as ours in on the fence right now. And I have third graders who are using the Green Theorem to figure out the surface area of a cone. I have fourth graders who are studying the fractional theory, which is the beginning of chaos theory math. I have fifth graders who design their own roller-coasters this year and figured out the velocity in and out of each element. These programs are so important. And they are usually the first ones cut. In fact, many schools do not have any gifted program, or if they do it is an enrichment which is like once a week the kids get to go down and play games, which is not a program at all.
So thank you very much. And I am a former high school drop-out. So I am very honored to be here. And thank you.
Mr. SMITH. Thank you.
Ms. MCCLURE. I am Gail McClure from Charleston, West Virginia. I teach at Riverside High School. And if you could just find a way to legislate the proper attitude that we want to come to school to learn, I would really like that. I teach at a school that consolidated Jerry West with Randy Moss. And performance on the playing field is much more important to my students than performance in the classroom. So we are working on that. And thank you so much for being concerned.
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Mr. SMITH. Thank you.
Ms. MCCLURE. And thank you for letting us come.
Mr. SMITH. Thank you. I think we will have to make this the last statement, with my apologies.
Ms. COLEMAN. My name is Alise Coleman and I am from Spotsylvania, Virginia. And I would like to re-enforce what other people have said about the importance of a mentor program. I think we need funding for it not just for the first year but for the first three years. My first year was difficult. My second year was better. My third was difficult again. It was kind of my do or die year. Without the support and encouragement of my mentor I probably would not be here.
One of the biggest issues for first year teachers is discipline. They come with so much enthusiasm and full of ideas. But if you do not have the know-how to manage a classroom, none of those ideas can be implemented. Mentors provide this. And it is a way of recognizing master teachers. For teachers there is nothing better than seeing your students become successful, whether they are children or adults.
And I would also like to re-enforce to keep the money coming for staff development. It has had a huge impact on the way I teach. And through that I have been able to impact others. Thank you.
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Mr. SMITH. Would there—I mean, this is your schedule. You have to be some place at 2. And so if there is somebody else that would really like to make a short comment. Because I know teachers are used to going without lunch.
Ms. SHINDALER. Lunch can wait. This is a once-in-a-lifetime opportunity here, sir. My name is Angie Shindaler. And I am a middle school math teacher for seventh and eight grade in Greenfield, Iowa, with the Notaway Valley Community School District. And the comment that I am really interested in making today, a lot of comments have already been made toward staff development. And so I am glad I came and listened to everybody re-encouraging that.
Because most of what was talked about earlier today by the witnesses was, and by you also, was how do we keep the people in the profession, mentoring, you know, getting them to come into the profession, keeping them, getting the really highly qualified people to come into it.
I would like to say that while that it is important there are also a lot of us that have made the commitment to be there and have made the commitment to stay. There are many of us that are in our late 20's and into our 30's and 40's that have many, many more years to give. And so then my point is, the staff development is absolutely hands-down, 110 percent the most important thing that should be looked at by the Legislature to fund.
We have had an incredible amount of money spent by the National Science Foundation to develop curriculum materials that could help teachers to improve their teaching. What I see missing is the next link that needs to come on with that. There are many, many, many rural areas and smaller town areas that are not even aware that that kind of stuff is even out there.
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If you think about a typical elementary or middle school, say, math or science teacher, we typically are not specialized in a math or science area. And I know I am being very broad when I saw this. But we typically, if we have any specialization it is reading or language arts.
So, therefore, we typically teach the way we were taught in a math-type of situation. And very honestly, a lot of times we are not the people who were the top math students anyway. We might have been more language arts, you know, reading oriented. So to ask us to do something and teach in a way that is different, that is hopefully going to reach students in a better way than what we have traditionally done over the last couple of generations. Because, unfortunately, we all know we would not be in the boat that we are in in math and science if we had done a good job.
We have more people mathematically illiterate in our society today than we do literate. And when the gentleman spoke earlier and said that people are willing to practically have a party dance on the sidewalk when they run into other people that have had bad mathematics experiences. And they will all celebrate and talk about it and laugh about it. No one would ever admit, and they will do anything they can to compensate for the fact of when they cannot read. There is something about our culture that it is acceptable.
So my point being then, the teachers need great, great assistance in getting that staff development. And I do not mean a little day of in-service. I mean, long-term, very well developed staff development. And the funding is what has to come down the line in order for that to happen. Because I do not know, some of these schools have talked about their staff development funds. And where they get those, I do not—I am not from an area and I do not know of any area that has——
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Mr. SMITH. Sharon and I both wrote it down. Sharon is the Chief of Staff for the Subcommittee on Research as we rewrite the next couple of months the National Zion Foundation. And I see she wrote it down and I wrote it down.
Ms. SHINDALER. So it is just the urban area. I do not want to make it an urban/rural issue. But the urban areas have so much better access to those kinds of things because they are closer to the universities and they are—you know, there is a bigger pool of people. When we look at staff development it is so funding restricted for us because there is not as many people that are even available.
Mr. SMITH. Let me say again, I understand. This is your schedule, you are supposed to be some place at 2. The record, I will ask for unanimous consent that the record stay open for five business days for any of you that would like to add up to 500 words, let us say, to go on the record in addition to your comments. But with that, if you would like keep going, this is your Committee here.
Mr. SHORE. Thank you. I am Chris Shore. I am a math teacher at Tomaca Valley High School in California. I wanted to answer the question that was addressed earlier, or asked earlier about how can Federal funding help us do a better job at our school.
And I can say that I am—it would be again echoing the whole concept of professional development. I sit here in this chair because of an NSF funded program back in California called the CQ Program. Which took me out of the box that I was thinking in and said, hey, there is a better way of doing it. Eight years later I sit here addressing people talking about how to continue that. And I would say to keep doing the same thing.
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I have since had the privilege of doing professional development workshops and conducting those in 15 states across the country. And in those workshops I ask the teachers the same thing, what do you want for your kids. We want them to be able to think for themselves, we want them to understand what they are doing not just copy what we are doing, and I want them to apply the mathematics that they are learning.
And, yes, the question, well, what are you doing in your classroom to promote that, and it is incongruent. It is not working. And so the question is, well, if this is really want you want then why are you doing things that does not promote that. And it goes back to the same issue that, well, we find it in the international studies. Teaching is a cultural phenomenon. I teach the way I was taught, and that generation taught the way they were taught. And what we find is that in the other countries they are doing those things, teaching the concepts and the higher levels of understanding and thinking.
And yet there are things that we do better than the other countries when it comes to creativity, innovation and confidence amongst the student body. And my fear is the ''political climate'' is squelching the things that we do well and not addressing the things that we need to do better.
And so I would say continue with that we have a—I came—that very program I just mentioned helped raised the test scores. We outscored the State of California three-to-one on the achievement test. I am out at another school where were are applying a better model than we have there. And it is called the Lesson Study. It is a collaborative model. It has done fantastic things. A teacher told me the first day there was the most significant day of her professional career.
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That model last year only cost our school $5,000. So does it take money? Yes. But it can be done and I think fairly inexpensively to accomplish those very same things. If you appreciate, which you said you do, and I—I believe it is sincere.
What is being done by the teachers in this room, I will guarantee you the teachers in this room, although I have only met a handful of them over the last couple of days, do it differently than our teachers did. And do it differently than their colleagues back at school. This is not your mom and pop's math and science teachers in this room.
So if we are going to change things then help us go back and make it more of a common thing. The Chairman before said, and everybody else has said here, and the same true of me, I am here today because of a couple of teachers I had in my schooling career. No other country sends their kids in the public education system and hopes and prayers that two people somewhere along the 12 or 13 years of public education will save this kid.
And so if we want it done, then it has got to be professional development. It has got to be across the board. Thank you.
Mr. AIMER. Please, I will be quick. My name is Jim Aimer. And I teach in Ohio. And I am a middle grade math teacher. I teach grade six, seven and eight. And 6 years ago my life changed. I got to go to Michigan State University and learn about a program for middle school math called Connective Mathematics. And when I went there I talked—kids loved me, parents loved me. I did all sorts of things to buy them in. And they loved me.
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But I taught the way I was taught. And I did the best that I could based on what I knew. I am one of those people that is not secondary certified. I am one of those people that cannot be a good teacher. But I am one of those people that went and got training for three summers at Michigan State. And now I have trained over 1,000 people in the last 6 years. And I get all these awards now. And I meet with high school certified people all the time and go, how do you know that. I teach them things that they do not know about understanding linear growth or quadratic growth. Not people in this room, I guarantee it.
But what I want to say is one thing that I think really needs to be address is the fact that not enough teachers are aware of the reform curriculum that were written over eight to 10 years ago with millions of National Science Foundation money in this room alone. Two years ago I got to go Chicago for the National Council of Teachers of Mathematics. I sat in a room with Presidential award-winning teachers. And I thought, wow. This is awesome. How am I going to tell them anything.
I walked into the room and said, there was about 50 teachers. I said, have any of you heard of any of the research—of the reform curricula that are out there for middle schools, because it was middle school teachers. They looked at me, not one hand went up. I thought that was really interesting. Our best, brightest people that really respect the most in the country, teachers have not heard of any of the reform curricula in middle school, let along the exemplary one, mine. No, the one I just got elected to be a part of.
But what that does, I believe that what we teach and how we teach it makes a difference in children's lives. In all of my times that I have got to work with children or with teachers, they all—all their eyes light up when you work with one of these curriculums that do give you the tools to teach differently. A traditional textbook, most teachers are driven by their textbook, which is wrong. But that is the way it is. We need to put textbooks in their hand that teach the reform way to teach. And that really do make a difference.
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I wish I could go on for hours about it, but I know I am not allowed. So thank you.
Concluding Remarks
Mr. SMITH. Let the record show that there was a lot of nods while you were talking. Ladies and gentlemen, let me conclude by thanking you. And without objection this record will remain open for any written comments that you might like to add to the record. My wife taught, my daughter-in-law taught. My daughter, Julianna, is still teaching in Grand Rapids, Michigan. Teachers give up so much and are probably, I do not know how we increase the pay or increase the rewards, but the thing that is most important to the future economic success and security of this country depends on quality teachers. So somehow we have got to do a better job of getting more people like you, which we have a lot of in this country.
And with that, the Committee is adjourned.
[Whereupon, at 1:46 p.m., the Committee was adjourned.]
Appendix 1:
Additional Material for the Record
COMMENTS FROM CATHERINE M. GLOVER
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Hello Rep. Smith! I am Catherine M. Glover, from Baton Rouge, Louisiana, and I was one of the teachers who spoke during the open mike session of the Congressional committee hearing on Wednesday, 3–20–02. Thank you for inviting the Presidential Awardees to speak before your committee. I have a few additions to add to the congressional record. I hope I am within the five-day window. I thought that e-mail would get to you faster than ''snail mail.''
Additions:
1) On your question about parents: Parents are a crucial part of the education of a child. One Presidential Awardee commented that we take children and work with them where they are, however, children benefit so much more if they have support from parents. The critical issue is how to get parents more involved in their children's lives, especially deadbeat parents.
One drastic measure would be court ordered parenting classes. I don't think that would be feasible or popular. Probably a better approach would be, like I stated during the open mike period of the hearing, for congress, the executive branch, and medical leaders and children's advocates to speak out on the importance of helping children at home with homework, coming to school, working with their child's teachers, etc. Public announcements, commercials, speeches make an impact. Just this morning I heard where recent anti-tobacco ads were having an impact in decreasing teen smoking. Other ads targeted at parents to help prevent drug abuse encourage parents to ask questions and talk to their children. These seem to be effective. We could do the same for education.
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2. In terms of attracting and retaining teachers, I think the teacher tax credit is an excellent idea. We also need to look into health care costs for educators—health care is rising for everyone and it has a hard impact on teachers who often don't make that much.
3. Finally, it is CRITICAL that federal dollars get into the classroom. Too often federal dollars are caught up in administrative overhead. Please encourage legislation that will ensure that money is used for the purpose of classroom equipment, instructional supplies, and professional development.
I know you heard much about professional development, but it must be driven by teachers and not school board staffs. It must be high quality or it will be a waste of money.
Thank you again for your concern about the quality of science and math education. As I stated during the hearing, we cannot afford to allow science and math instruction to suffer. . .it is a matter of national as well as economic security.
Please feel free to e-mail me if you have any other questions or would like any additional input.
God Bless!
Cathy Glover
COMMENTS FROM MANDY FRANTTI
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First, I want to thank my colleagues for doing a fine job expressing the concerns of educators, as well as our representatives here in Congress who are willing to listen to what we have to say.
Briefly, I want to support the statement made earlier that the solution to the problems we are seeing in education is definitely not in national standardized testing. One of my greatest concerns over the last several years has been the increasing amount of time spent testing students, which means time out of the class and away from instruction.
More than anything, however, I want to speak to the question about what we can do to encourage our outstanding students to consider teaching as a career option. Someone else noted that children are our most precious resource. They truly are, and we all need to recognize them as such. They are the reason we return to the classroom every day. They are my source of inspiration, I know. I am the teacher I am because of my students. If we want to encourage and inspire our nation's best to go into teaching, this is where we need to place our attention. Recognize our children as being our source of inspiration. Reward their efforts early, and give them opportunities to share with others. Make it possible for them to have teaching experiences (such as paid peer tutoring) that would kindle the desire to teach.
Again, thank for this opportunity and for caring about our children.
Thank you!
Mandy Frantti
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COMMENTS FROM MARGARET F. ST.CLAIR CORYER
Thank-you Chairman Boehlert and Ranking Member Hall for inviting me, along with other Presidential Awardees, to express our point of view in regards to Math/Science Education in today's classrooms.
My name is Margaret F. St.Clair Coryer and I am an AIS Math Lab teacher at the Arthur P. Momot School in the Plattsburgh City School District in Plattsburgh, N.Y. My background in teaching and education has spanned over the years since 1965 when I was among the graduates receiving B.S. degrees in Early Childhood Education at the State University at Plattsburgh. The last twenty years have been spent in working as a Title 1 and now AIS Math Teacher an opportunity which has expanded my viewpoint about the necessary and integral pieces that must be in place within the child's elementary school program.
In response to the questions that your committee has posed I submit the following:
Question 1: Part a. What are the major problems that limit the performance of teachers and what is the most important step that the Federal Government should take to improve K–12th grade math and science education?
Secada, Fennema and Adajian in their book entitled New Directions for Equity in Mathematics Education have defined most clearly those issues which are major stumbling blocks to performance of teachers in math/science education. They are issues which I also believe have changed dramatically the role of the teacher in the classroom inhibiting their natural abilities to create successful and challenging programs for all children. The mandated controls on teaching methods, test outcomes, and curriculum, as legislated by State Education and Central Office Staff, have encouraged the tendency to produce massive amounts of commercial material exclusively written in support of state test documents and discouraged individual planning and control with respect to tasks. Overtime these controls are leading to the diminishing of teacher skills including: setting of relevant goals, designing lessons, instructional strategies, and curriculum based on student need. Teachers who have felt these mandates most intensely have often been in the areas of math/science education. Loss of commitment and reduction in quality along with skill and imagination have continued to evidence themselves as the deskilling process closes labs in buildings, removes equipment and tools from physical spaces and discourages field activities to resource sites in and about the community. These sites normally serve as the spawning ground for dealing with current issues of the community in science and math matters.
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Personalization of education, and in particular mathematics/science education, necessitates involvement of teachers from varying schools of thought so that the cumulative point of view expressed through state vehicles reflects the attitudes, opinions and knowledge of teachers throughout the state. State and Federal governments need to develop reciprocal relationships with teachers and educators. They must recognize and value teachers by offering them monetary incentives, credit hours towards their school commitments, housing and food paid expenses in return for their giving of their time and knowledge in creating state documents which reflect the core of the teaching community. State and Federal officials need to take a second look at the devastating physical spaces that many teachers must work in. Deprived of tools, equipment, storage and sinks which are the heartbeat of many a quality math/science program our quality teachers leave in mass to the quality offerings of business and industry.
Question 1: Part b. What are the major problems that limit the performance of students and what is the most important step that the Federal Government should take to improve K–12th grade math and science education?
One of the major stumbling blocks within math/science education is the lack of opportunity for students to deal with ''real life'' problems in their programs. ''Real life'' problems expand the judgment of children and develop awareness of connections within all socioeconomic stratifications. Mathematical literacy is important but to ignore real problems often eliminates opportunities for developing critical thinking and reasoning skills. Math/science teaching needs to reflect the composite culture of the school and surrounding community, as well as the world because many students move beyond their locality upon graduation. All of these needs of students become difficult to accomplish in light of a ''one size fits all'' mandated curriculum.
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State and Federal governments, through NSF funding or otherwise,, must recognize the need for a strong Early Childhood Program within the schools. This program would emphasize Math/Science literacy through active involvement of students in field study and research. These early education mandates are necessary if we are to compete with New Zealand, Australia, England, the Netherlands and others who already have recognized and are working with their young children. Our school programs must be open to all irregardless of race, color, religion, etc. Special offerings such as AIS and Gifted Programs are helpful but they also create social stratifications within the school community and ignore the ''average student'' who often qualifies for neither service but has the most potential for movement in either direction. Well qualified, experienced people working with new entrants to the teaching community would bring the best of the past together with the present in the creation of successful math/science initiatives.
Question 2: Based on the involvement you have had with Federal math and science education programs or funding opportunities, what are the most important and effective components of these programs?
A significant component of Federal math/science programs and, in particular the AIS (formerly known as Title 1) program, is the ability to foster delivery of additional instruction to children, through qualified teachers, in addition to the regular classroom program. You notice I spoke of ''qualified teachers'' which means for me at the elementary level either prior experience in classroom teaching, national acclaim within the math/science community, or degrees in Elementary Math in order to assume an AIS position. We, as a body of educators, must insist that the children whose needs academically and socially are the most critical, receive instruction from teachers whose background and experience enables them to continually integrate math/science concepts and skills into the daily mandated programs. This takes a teacher who can identify or seek out math/science learnings in Social Studies, Geography, History, Art, Music, Reading, Writing and all other venues through which the child is addressed and develop materials which review skills and challenge thinking within these domains.
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Quality deliverers of instruction, budgets which reflect today's cost for materials and supplies, and continuous continuity of purpose and plan Pre–K through 6 can move many a mediocre math student to higher levels of achievement and goals. Finally, Supervisors of Math/Science would be a key component. Their job description would include; mentoring teachers of all ages and in all stages of educational pursuit (clearly some personage with experience in the field is more easily accepted in this role); modeling units and questions that challenge children and encourage diversity of response; supplying teachers with book lists and bibliographies, and coordinating the writing and submission of proposals and grants which are designed to recognize the limited time teachers have beyond the regular school day.
Question 3: What elements of your pre-service or in-service training have been most helpful in meeting the daily demands of working with students, developing innovative classroom strategies, and delivering content-rich instruction to students of all levels and abilities?
The training I consider to be the most significant began in childhood and was fostered in a large and loving family. Education was highly valued and honored in my home and, at D'youville Academy where the Dominican Nuns continued to direct me towards my career choice.
At the State University of New York, in Plattsburgh, my Early Childhood Education program, under the direction of Dr. Marie Bresenhan, incorporated many math and science courses. Geology, Biology, Field Biology, Statistics, etc. were offered in perfect partnership with Psychology, Art, Music and Math. All were specifically targeted towards the young child.
During my graduate work a key component was reading. Courses that taught integration of reading within the content areas of the curriculum have proven very helpful to my AIS job taken on reassignment after 18 years of classroom teaching. Psychology and Math courses which were directed at Identification of Learning Disabilities and Children of Special Need (now identified as Academically Challenged) were integral and necessary parts of my learning and have been continually called up during my 20 year assignment in AIS.
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Most significant to my job success has been my involvement with professional organizations particularly (AMTNYS) New York State Math Association and NYSAMS. Through these organizations and their members, which included the former State Education Team of Benjamin Lindeman, Carolyn and Lynn Richbart, Fred Paul and Lee Negus, I have been honored to participate first, as a learner and, in time, as a speaker and presenter. The membership of this organization, including Mrs. Beryl Szwed from Lake Placid, N.Y., have encouraged my activity within the organization, supplied me with the latest in new ideas for my classroom, and are one of the most welcoming, humanistic, and earnest groups I have ever had the opportunity to work with. They are supportive of the elementary impact on the broader K–12 curriculum and value the commitment of time, energy and talent that it takes to pursue math/science tasks with the young child.
This organization, along with my school district, have provided means for me to become involved and avenues of opportunity for my continued growth by offering a myriad of courses in computers, math, literature links and multiple-intelligence issues. They have my respect, admiration, and thanks.
I hope that my responses to your questions have served to enlighten you on some of the issues facing teachers of math and science today. Your invitation to respond to these matters is appreciated.
Margaret F. St.Clair Coryer