Guest Editorial: The Root of the Problemby: Christine Anne Royce

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By providing opportunities for in-depth exploration of content and engagement of educators in modeling the instructional process, we will be able to focus on the needed differentiation in the professional development (PD) of science educators, just as we do when we focus on the need for differentiated instruction for students. At that point, we can get to the root of the problem and provide experiences that will create avenues of learning for teachers and students alike.

  • Elementary
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Reviews (3)
  • on Fri Dec 06, 2013 10:55 AM

Often as classroom educators we are required to attend professional development days, or lectures that are not relevant to what we teach and in many of our opinions worthless to attend because we get nothing out of them and are in general in our minds a waste of time. As stated in the NSTA mission statement professional development should be based on the needs of both our students and of science educators. The mission statement points out that PD should provide for in-depth exploration of content and engagement of educators in modeling the instructional process to be worthwhile. While everyone agrees there never seems to be a change in the pattern from this writer’s perspective over thirty years of experience. When will administrators wake up to the truth?

Adah  (San Antonio, TX)
Adah (San Antonio, TX)

  • on Mon May 09, 2011 10:15 AM

This article provides a nice, brief summary of the key indicators of quality professional development. This could be used as a quick reference by those who plan or design professional development as well as a tool for teachers to know what to look for in quality professional development.

Kate  (Louisville, CO)
Kate (Louisville, CO)

  • on Sat Jan 08, 2011 2:03 AM

I concur most teachers would probably look forward to PD if it was geared more to our interest whether it be student achievement, pedagogy, technology integration, etc... Hopefully they will get it right soon.

Nikki T
Nikki T

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