By Debbie Gordon, Past-President CASE

As the school year ends for most of us, I offer a toast to all the teachers and educators tackling the barriers and making science accessible to all students. I wonder, what does science and teaching science look like where you work? As I close my classroom for the last time, I find myself looking back at how I have taught, or not taught, science over the years. Maybe you have had similar experiences.

At the beginning of my teaching career, I didn’t consider myself a science teacher, but I did teach science. I think most teachers thought they did, but it sure looked different from room to room. These were the days of dinosaurs, rainforests, and volcanoes! Maybe your classroom focused on penguins, butterflies, and solar systems. Nobody shared resources; in fact, you wanted your room, your projects, and your students to look better than everyone else's. Open House was the big day to show off and stand out. Standards? What standards?

There were some years when science was emphasized more, depending on the current attitude toward test scores, but there were also the days of No Child Left Behind, where we, or at least the teachers at the school I worked at in Southern California, were told to concentrate only on reading and math. Oh my, those were not good days!

I finally began to scrape my way to a better balance for my students when I joined the K-12 Alliance Early Implementer Team for Palm Springs Unified School District. With Kathy DiRinna, Karen Cerwin, and Pete A’Hearn leading the way, our team began to learn about this thing called NGSS. We began to see how leading science lessons through exploration of phenomena, asking questions, and developing explanations transformed our classrooms. 

I joined CASE, at the time, CSTA (California Science Teachers Association), about this time as well. I presented a session at the Science Education Conference for the first time, joined committees, and was eventually elected to the Board of Directors. I oversaw the adoption of an NGSS-aligned science curriculum and began conducting PD for elementary teachers. Oh, it looked like we were on a roll! Was it possible that teachers would follow the standards set for their grade level? Would we see growth even among marginalized students who had historically had few access points to quality science instruction? I was hopeful. I am still hopeful.

COVID didn’t help, though, and the last six years have been a struggle to get back on track. I see more of my colleagues again teaching about bats and pumpkins at Halloween or playing Magic School Bus videos and calling it a day. Thoughtfully purchased curriculum and supplies sit unopened.

But as I pack up for the last time, I think that all is not lost. I know that, as a member of CASE and the CASE Board of Directors, I am supporting an association that advocates for high-quality science education for all students in California through professional learning opportunities, mentorship, and useful resources. I encourage all teachers and other science educators to join CASE, volunteer for a committee, present a workshop or session, or speak to their administration. Also, I really think that what we do in our own classrooms makes a difference. If you are the only one following the standards, preparing lessons driven by phenomena, and getting your students outside to explore, so be it. Others will see, parents will notice. A ripple may turn into a tsunami. 

NGSS was adopted 13 years ago. Science is on the dashboard. Is this the time for science to finally be in the front seat with reading and math? I’ll toast to that!

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