Going The Distance For Rural Science Teachers

Going the distance for rural science teachers

California consortium develops strategies to provide science content professional development for isolated teachers

Teachers in rural settings find it difficult to access quality professional development that can improve student science achievement. These teachers are serving the 10 million students, or about 19% percent of the nation’s total public school enrollment, who attend school in a rural district (Johnson & Strange, 2009). Studies show that long-term, in-depth methods of teacher learning are the most successful, but few professional development opportunities exist for teachers in rural districts, and access to university-sponsored resources is also limited. Rural teachers and schools are often invisible as they are dwarfed by the needs of larger urban districts in dense population areas. To assist with science professional development for rural teachers, the San Joaquin County Office of Education’s Office of Science and Special Projects in Stockton, Calif., formed a multi county consortium of 26 rural districts and 44 schools and launched a major

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Authors

Judi Wilson and Cathy Ringstaff

Judi Wilson (jwilson@sjcoe.net) is science education consultant in the Office of Science & Special Projects, San Joaquin County Office of Education in Stockton, Calif. Cathy Ringstaff (cringst@wested.org) is senior research associate, WestEd, Redwood City, Calif.

References

Brown, D. & Swanson, L. (2003). Challenges for rural America in the twenty-first century. University Park, PA: Pennsylvania State University Press.

Fullan, M. (1999). Change forces: The sequel. London: Falmer.

Johnson, J. & Strange, M. (2009, November). Why rural matters 2009: State and regional challenges and opportunities. Arlington, VA: Rural School and Community Trust.