The “Mechanics” of Being a Science Coach
By Ann R. Floyd
Science Coach
Red Bank Elementary

Having fully accepted my role as a “science coach”, it didn’t take me long to begin visiting with teachers for planning and observing of lessons.  Although rapport was easily attained, and the teachers seemed very receptive to discussing and reflecting with me, something seemed “fake” or “insincere” about the process.

Where were the energy and enthusiasm, for science teaching, we had expected to arise from the darkness of lowly PACT scores, now that a MSU science coach was on the scene?
 
It was simple.  We were like a bunch of auto mechanics staring down into the motor of a stalled vehicle discussing what we had done, what we were doing, and what we hoped to do to make the car run smoothly.  The problem was, few of us had an understanding of how car motors really work. 

How can a mechanic discuss the intricate details of a carburetor, if they don’t even know what a carburetor looks like?

It doesn’t matter how long you stand with the hood up, or even if you get grease on your hands, one must have background knowledge and some understanding of  the process of engines before there is any hope of fixing a car.

With the support and encouragement of our principal and MSU Specialist, professional development became a priority for our school.  Grade level specific professional development provided time to discuss and digest the standards and indicators.  There was a scrutinizing of the revised Bloom’s matrix as it relates to the standards.  Much time was spent on matching teachers’ current science instruction to the new indicators.  Science notebooking and student reflecting were revisited.  Use of the learning cycle in a research-based curriculum became the mantra.  Looking at assessment as the basis for instruction was furled like a banner at every professional development session.

These common experiences have given us a common language.  This common language gives us a more productive way to plan, observe, and reflect on science lessons at our school.

We still have the hood up.  Some of us still don’t contribute much to the fixing of the motor, but at least we all know what the carburetor looks like, now!

Elementary teachers are incredible.  If they know what you expect them to do they will do it?  Professional development is key to our success.