What Biology Teachers Want
FOCUS GROUP AND ONLINE SURVEY FINDINGS
STRATEGIES RELATED TO SCIENCE SPECIALISTS
Characteristics of the Ideal Specialist
Training for the Specialists
Due to their previous experiences with scientists visiting their classrooms, the teachers were able to draw a comprehensive sketch of the ideal specialist and characterized that person as one who:
The teachers strongly recommended pre-presentation training for the specialists that would be planned in concert with biology teachers. They want the specialists fully prepared to enter the biology classroom and to effectively engage high school students. The single most important training need identified by the teachers is educating specialists on student-appropriate content, language, and expectations to insure that students can fully engage in the specialist’s presentation.
On a personal level: is enthusiastic, personable, engaging is excited about being in the classroom “looks” like the students (preferably young!) connects to the students relates to the students in terms of background and experiences.
They also felt that specialists should be aware of the realities of the typical classroom, including student behavior and the availability (or lack) of technology in the classroom. One teacher commented that the training should:
On a professional level: is able to explain steps and thought processes is able to present content at the students’ level is able to answer students’ questions is interested in helping students experience and appreciate science is aware of special student population challenges is trained to be in the classroom.
“Prepare specialists for what
students do in classrooms today versus what the specialists were used to during their own high school experience.
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The teachers agreed that the specialists would greatly benefit from working with a biology teacher in developing their presentation. However, the reality of time limits on both teachers and specialists was recognized, and the teachers suggested alternate ways
The single most important training need identified by the teachers is educating specialists on student-appropriate content, language, and expectations to insure that students can fully engage in the specialist’s presentation. 14
to expose specialists to appropriate topics, teaching strategies, and presentation materials. They suggested that specialists should have access to: existing resources such as an online tutorial on teaching a training manual that contained tested lesson plans, suggested materials, perceived and actual outcomes, etc. a lesson template developed by science specialists veteran presenters, including those associated with other similar programs, such as the MdBioLab regional training sessions offered in partnership with county science specialists or science teachers video clips of “best practices” by teachers, successful presentations by specialists, as well as examples of lessons gone bad. Most of this support could be offered online which would permit access to the resources at any time. Interaction Between the Teacher and the Specialist While 60% of the surveyed teachers felt that 30 minutes of interaction time was appropriate before a presentation, over 30% thought an hour would be reasonable. Nearly all (96%) of the teachers said they would be willing and able to spend this amount of time, although a few indicated that it would be difficult. Teacher comments overall reflect the ability and willingness of the overwhelming majority of teachers to spend planning time with specialists scheduled to visit their classrooms.
Follow-up Activities Involving Specialists When asked how they might utilize specialists who met their expectations, over 80% of the surveyed teachers said that they would very likely or most likely request a return visit by the specialist to talk on a different topic. Referring to other potential follow-up activities, the teachers were very likely or most likely to support: an in-person or online ongoing relationship with the specialist (68%) a visit from a different specialist (63%) a 10-minute online video presentation on a variety of topics (54%) webinars on a variety of topics (40%). Involvement of Specialists in Program Design The teachers encouraged MBRT to directly involve the specialists in the design, development, and evaluation of the program. They suggested that MBRT: hold a specialist focus group to gather their input and ideas for the project establish a network for the specialists to promote interaction between experienced and non-experienced specialists use specialists to train other specialists provide a mentor for new volunteer specialists discuss format options with each specialist and allow them to select the one most appropriate for his/her teaching style engage them in the development of evaluation tools.
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