Analysis

Analysis of multiple data sources revealed that administrative support and expectations for implementation drove the change process that took place in the participating schools.  Administrative support and leadership was essential to implementing and sustaining changes in the school structure to facilitate co-teaching, rotation of students, and ongoing opportunities for collaborative planning and professional development. 

Initially, teachers identified time constraints as a major issue for teaching science in elementary school.  Participating teachers also expressed frustration with the lack of inquiry-based science activities in their classroom resources (e.g., textbooks, science kits) and noted that they were spending a significant amount of time sifting through texts to find activities aligned with state standards.  In addition, science coaches noted that many of the activities initially developed and implemented were not age appropriate, aligned with grade level standards, or logically connected to lessons preceding or following the observed lesson.  Over time, teachers shifted their focus from searching for ready-made, inquiry-based activities to asking “How can I transform this prescribed activity into an inquiry-based approach?”  Teachers’ responses on the post-project questionnaire document this attitudinal shift as teachers indicated an increasing level of confidence and preparedness to teach science and to implement an inquiry based approach. 

Dividing up science content among teachers working in grade level triads relieved the pressure and responsibility of individuals to master a vast quantity of science concepts over a short period of time while at the same time encouraging (essentially forcing) collaborative planning and conversation within and across grade level teams. Structured interdependence among colleagues significantly influenced the development of a community of learners across grades K-5 within each of the schools. During formal interviews and informal conversations throughout the year, teachers reported that teaching the same content to three different sets of students not only relieved the pressure to learn so much but also deepened their understanding of the science content they were teaching.  In addition, they were able to make significant adjustments to the enacted curriculum in response to their observations and assessments of student learning.

The importance of administrative “buy in” to a successful reform effort emerged as a key factor, as teacher “buy in” appeared to be intermittent and constructed over time.  As project activities continued, teachers recognized how the project leaders responded to their questions and concerns without compromising overall project goals and expectations. Collaborative planning, begun during the summer institute, was encouraged and continued throughout the year. Visible administrative involvement and support, combined with ongoing grade level collaborative planning, and on-site content and pedagogical coaching resulted in a significant increase in the number of lessons and time devoted to inquiry-based science teaching in the participating schools.  Formal observations documented over 85% of the teachers consistently including one or more essential features of inquiry-based science during their lesson.  Additionally, teachers, administrators, and parents reported a noticeable increase in student interest, classroom engagement, and motivation to learn science. The result—science became a subject that was enthusiastically taught every day at every grade level at both schools throughout the school year.

CONCLUSION