Citizen Science: Monarch Butterfly Webinar

What we know now. Citizen science research.

From the upgraded research, completed by Monarch Joint Venture, the Western Monarchs appear to be the same variety as the Eastern Monarchs.

Promote Global WORMING! Activities, Assessment and Feedback

Worms Live Here, Happy, Hungry Worms! by Buffalo ReUse
Attribution-NonCommercial-ShareAlike License

It's time to build a worm home, a vermicomposting container, where you can feed and raise red worms, or tiger worms, that will turn shredded paper and vegetables into new soil for class gardens or potted plants.

This is the culminating event of the "Promote Global WORMING! project. Even though many people have their own methodology for creating worm bins for vermicomposting, I've selected a simple one that can serve as a large group worm bin for an entire class. If the leader, teacher, has enough room, each of the intial four groups would learn the most by making their own worm composting bin to analyze and develop.

Several activities found in the Project WILD Aquatic curriculum guide are related to this study of worm (decomposers) habitats or can be used as extensions. For instance, the "Edge of Home" activity found on pages 75-78, can be used to tie in the connection between aquatic, semi-aquatic and dry land habitats. This activity refers to the study of ecotones, so it would be an excellent extension for upper elementary to adult learners.

Other Project WILD Aquatic lessons and activities should be used or adapted for this project, including another great activity about habitats and riparian areaa, "Blue Ribbon Niche" on pages 52-55. "Wetland Metaphors", on pages 39-42, would help students understand more about the productivity of wetlands where earthworms are part of the decomposer species.

Each group will follow the directions provided and create their own worm bin. Young students will need adult assistance drilling holes in the top bucket. A list of supplies is listed in the instructional website: How To Build An Indoor Worm Composter. This activity is an adaptation of the Project WILD Aquatic project, "Designing a Habitat", found on pages 18-20.

Enjoy the final activities and assessment. Your completion of the feedback survey at the end of this post is greatly appreciated in advance.

Students will:

1. create a habitat where earthworms, red worms, can thrive and reproduce. The assessment for this objective will be journal keeping, including picture taking until the worms reproduce.
2. create a graph or chart to measure inputs...the stuff to put in the worm bin.
3. create a comparison graph to measure outputs...the newly created soil, worm eggs and young worms.

ACTIVITY #1: Using the instructions provided, students will create their habitat. Take pictures to include in their Worm journals. Using this setup described in the directions will eliminate excess "brown water" or fertilizer, and the students will measure the initial inputs, including:

• worms
• shredded paper
• empty buckets
• vegetable matter
• any other inputs

As the learners begin journaling, the leader, teacher, would be well served to adapt the Project Wild Aquatic activity, Aquatic Times, found on pages 188-189. The classroom product could be called Decomposer Times or a similar name. Let the learners brainstorm names and vote on the top 5 favorites.

ACTIVITY #2: Each day, student(s) will measure and journal the amounts of added inputs. Students will add pictures to their journal. This activity lends itself to an online journa, including a class wiki.

ACTIVITY #3: When students observe water in the bottom bucket, they should begin recording this in their output charts. Note how long it takes to collect a liter of water, and answer questions such as:
If we aren't adding water to the composting bin, how is it draining into the bottom bucket?

ACTIVITY #4: As students observe the worms in the bin, they will discover eggs and young earthworms. They can include this in their journal writing and take pictures. They will answer questions such as:
How many days did it take for the worms in our bin to reproduce?
How does that compare or contrast to the other groups worm bins?
If there was a significant difference in time needed for worms to reproduce, what may have caused the differences?

Activity #5: This will be the time to have each group share their findings in any type of presentation they choose. After their creations and presentations are given, then given them the post test discussed in the first posting, Promote Global WORMING! Prior Knowledge and Post Project Assessment.

Whenever learning occurs, it's always wonderful to have feedback, so prepare a short survey to answer the questions you may have for your students. This survey was adapted from a more comprehensive Project WILD Aquatic workshop feedback survey. If you would like a copy of the more extensive feedback survey, email me.

Promote Global WORMING! Graphic Organizer

Promote Global WORMING!

Yes by looseends
Attribution-NonCommercial-ShareAlike License

Worms support the biotic pyramid, so they make a great metaphor for promoting environmental education among children, as well as adults. The use of worms, especially in composting, is so popular that educators definitely need to include it in any series of environmental education program that addresses the biotic pyramid.

Decomposition is the basis for the survival of the biotic pyramid, and worms make creating a proper decomposition area much easier and safer than many other types of decomposers, like mold or bacteria. In this series of presentations, let's examine how a variety of activities can be used to support this important aspect of environmental education.

While the central project will be to create and keep a "Kitchen Komposter" as a valuable way to live aspects of the Three R's:

• Reduce
• Reuse
• Recycle

and learn the fourth R: how to RENEW our biotic pyramid. 


Let's also focus on the role WATER plays in our Kitchen Komposter. Can our microhabitat, the Kitchen KOMPOSTER have:

• TOO MUCH WATER?
• NOT ENOUGH WATER? 

How can we determine this?

Through a variety of activities, let's also learn 

1. ways to learn about and express our ideas about the natural world.
2. what the Biotic Pyramid is.
3. what types of living things are considered Decomposers in the Biotic Pyramid.
4. how earthworms ( or other macroinvertebrates) live in their habitat. What is their life cycle?
5. how the life cycle activities of worms or other macroinvertebrates support water recycling, as well as solid waste recycling. 
6.  how to simulate or create an environment similar to the natural one where worms live, grow and reproduce.
7. ways to measure the inputs and outputs of our Kitchen Komposter.
8. ways to enhance the biotic pyramid through the Kitchen Komposter.

In future posts, Activities and Assessments will be discussed that are aligned with Kansas state curriculum.

Join with Me Today!

The Cause by Shavar Ross
Attribution-NonCommercial-NoDerivs License

While I'm not much a joiner, there are a few groups and activities that I believe deserve a multitude of participants.

If I do join a group, it's because the cause is educational and worthy in its mission. One of these is the ad hoc affiliation promoting the international blogging day, Ada Lovelace Day, Wednesday, March 24, 2010. It was initiated last year to recognize the aspirations and accomplishments of women in science, mathematics, engineering and technology.

Last year was their founding year, and I joined. I selected a young programmer, Tamsin Bowles, to honor on Ada Lovelace Day 2009. Read my Ada Lovelace Day 2009 post.

I'd like to invite you, my readers, to join me and pledge to blog for the Ada Lovelace Day 2010. It's a very simple process:

• Go to the Finding Ada website.
• Complete the simple pledge form.
• Decide who you will blog about on Ada Lovelace Day 2010.
• Blog on Ada Lovelace Day 2010, Wednesday, March 24th.
• Link your blog post to the Finding Ada website.
• Share your blog post on your networks.

Additional Resources:
Who is Ada Lovelace?
Finding Ada Blog
Finding Ada on Twitter
Finding Ada FaceBook Group

Did You Nominate This Teacher?

On January 6, 2010, President Obama met the small group of teachers who were awarded the Presidential Award for Excellence in Mathematics and Science Teaching. These teachers were K-6 teachers recognized first at the state level and later at the national level based on an extensive application process evaluated by prominent mathematicians, scientists, mathematics/science educators, and past awardees. They were selected as those teachers who provide a high quality math and science experience for their students.

This teaching award began in 1983 when the US Congress created the Presidential Award for Excellence in Math and Science Teaching. Each year, the president is authorized to provide as many as 108 teaching awards to eligible candidates for the highest national recognition for science and math teachers.


These K-6 teachers, pictured with President Barack Obama received the latest PAEMST Awards. Following that is a list of their names and the locations where they teach.

President Barack Obama poses with Presidential Awards for Excellence in Mathematics and Science Teaching winners in the State Dining Room of the White House on Jan. 6, 2010.

Credit: Official White House Photo by Chuck Kennedy

2008 PAEMST Awardee Cohort
Vickie Ahlstrom (Pleasant Grove, Utah)
Charles Bertsch (Polson, Mont.)
Mary Black (Dubuque, Iowa)
Georgia Boatman (Kennewick, Wash.)
Michele Brees (Burien, Wash.)
Stacie Broden (Waterbury, Conn.)
Sharon Brown (Severna Park, Md.)
James Brown (Stillwater, N.Y.)
Jane Callery (Ashford, Conn.)
Susan Carter (Saint Charles, Mo.)
Cary Cermak Rudolf (Roseburg, Ore.)
Melissa Collins (Memphis, Tenn.)
Kathleen Conroy (Charlotte, N.C.)
Zan Coonce (Reno, Nev.)
JoAnne Deshon (Newark, Del.)
Jeri Doane (Edmond, Okla.)
Kari Dresow (Sedalia, Ky.)
Keri Dowdy (Kimball, Minn.)
Christa Duthie Fox (Essex Junction, Vt.)
Candy Ellard (Austin, Texas)
Amy Ellis (Starkville, Miss.)
Gay Erb (Boise, Idaho)
Kathryn Eyolfson (Aurora, Colo.)
Diana Fesmire (Alamogordo, N.M.)
Erin Flynn (East Walpole, Mass.)
Karen Fredricks (Newark, Del.)
Christi Fricks (Pendleton, S.C.)
Sharon Hall (Maineville, Ohio)
Lana Hansen (Littleton, Colo.)
Angela Hansen Cook (Fargo, N.D.)
Michelle Harris (Anita, Iowa)
Sherry Helus (Wamego, Kan.)
Kathleen Hill (Kalispell, Mont.)
Rebecca Holden (Harrison, Tenn.)
Laura Hulsebus (Chugiak, Alaska)
David Ireland (Hermosa, S.D.)
Dana Islas (Tucson, Ariz.)
Haley James (Madison, Ala.)
Kristen Jarboe (Frankfort, Ky.)
Linda Kehr (Klamath Falls, Ore.)
Sandra Kelish (Stafford, Va.)
Barbara Kelley (Grapevine, Texas)
Rebecca Kitts (Pierre, S.D.)
Amy Knerr (Carmel, Ind.)
Susan Kunze (Bishop, Calif.)
Anne Magaha (Hatboro, Pa.)
Mary Meggett (Charleston, S.C.)
Teresa Minogue (Webster, N.H.)
Patricia Morgan (Norman, Okla.)
Kimberly Mueller (Cinnaminson, N.J.)
Susan Naylor (Parkersburg, W.Va.)
Karen Nesbit (Franklin, Wis.)
Cathleen Newton (West Hartford, Vt.)
Jennifer Norford (Charlotte Amalie, V.I.)
Monica Norwood (Little Rock, Ark.)
Suzanne O'Brien (Washington Township, Mich.)
Halley Page (Athens, Ga.)
Sally Pellegrin (Avon Lake, Ohio)
Carrie Persing (Chester, Va.)
Jon Phillips (Grand Blanc, Mich.)
Suzanne Pilon (Hilton, N.Y.)
Sara Rebecca Pittard (Ormond Beach, Fla.)
Susan Poage (Berkeley Heights, N.J.)
Kendra Pullen (Shreveport, La.)
Amy Radden (Casper, Wyo.)
Charles Reynes (Castro Valley, Calif.)
Debra Reynolds (Denham Springs, La.)
Kamilla Riek (Saint Louis, Mo.)
Jennifer Rising (Lake Forest, Ill.)
Natalie Robinson (Pleasant Grove, Utah)
Patia Rountree (Statesboro, Ga.)
Regina Scott (Greenwood, Ind.)
Deborah Seaver (Milford, Mass.)
Wendy Shelden (Cocoa, Fla.)
Cheryl Silcox (Anchorage, Alaska)
Jeanette Simmons (Pontotoc, Miss.)
Kimberly Spencer (Yarmouth, Maine)
Barbara Stoflet (Minnetonka, Minn.)
Melinda Storey (Birmingham, Ala.)
DeAnn Swofford (Olathe, Kan.)
Liane Tanigawa (Waipahu, Hawaii)
Pamela Thompson (Industry, Maine)
Loreen Whalen McMains (Herman, Neb.)
Nola Wilkinson (Decatur, Ill.)
Carol Wooten (Cary, N.C.)
Seanyelle Yagi (Kailua, Hawaii)

12 Views in Animoto

Using this sample Animoto video as a guide, you may see how to use the Animoto web application to build a video from images and videos. Add your own music, or use the music available on the web application. Twelve images and one video clip were used to create this thirty second video that was packaged for Youtube.



The video you create can represent one part of your Biodiversity presentation and can be transferred to Youtube or other presentation media.

Find Your Family's Footprint

mother daughter scooter by WhatDaveSees
Attribution-NonCommercial-ShareAlike License

On Blog Action Day 2009, bloggers all around Earth are sharing their ideas, comments and actions for Climate Change.
If we hope to be the change we see in the world, let's start at home. Try this carbon footprint survey provided by the Environmental Protection Agency and determine the extent of your carbon usage. Learn what you can do to make it smaller or pat yourself on the back for keeping your family's ecological footprint to a minimum.

Opportunity: Speak for the Future

As educators, our primary duty lies in always looking to and speaking for the future.....that is what a teacher does. As an educator, interested in the re-integration of science into our future learning/teaching cycle, I join groups that share my ideals. Recently, a science advocacy group, Science Debate 2008, began by encouraging us to speak up in support of science and technology.

The main focus of Science Debate 2008 was to encourage the candidates to debate the trends and issues related to Science in the United States of America. Americans have long made innovations as science and technology serves us as the engine of economic stability in our country.

Those who joined in the call to bring science and technology back into the public sphere have political leanings that are as varied as the individual snowflakes in a snowstorm, yet we are united in an important cause to promote science and technology. I hope we can encourage the regeneration of science and technology to help stabilize and improve our economy.

Since the election ended, Science Debate 2008 continued to inform us about trends and issues about science and technology in the United States of America.




Just last week, I received an email with important information that detailed the proposed Nelson-Collins cuts in the economic stimulus and tax cut bill. NSF, NOAA, USDA, and a wide variety of governmental agencies focusing on research and education had their money slashed....theoretically. Many of us responded to the invitation to write our congressional representatives in the House and Senate.

After I received the information, I wrote both of my senators. While I knew the chances of them voting for any of the plans were slim, I encouraged them to ask those would vote to NOT cut the science job and education stimulus portion of this bill. I was only one of a multitude of concerned voters who encouraged our elected officials to strongly consider the job creating abilities of NSF, NOAA and other governmental agencies that could immediately grant monies to projects that will put people to work and educate them about science and technology.

As the elections of 2008 are past, Science Debate 2008 has been inspired to continue to support the efforts of individuals like YOU and me. They have listened to our suggestions and will be

"concentrating the majority of our focus on the broad goal of continuing to 'restore science to its rightful place in three ways: championing science debates among policymakers and those running for office; combating the erosion of science and science policy in the media; and new efforts to involve young people in science policy discussions."

Yes, their work is our work. Including young people is a sure fire way to integrate science, math, engineering and technology in their complete education.

WHAT AN OPPORTUNITY! Please join me and the thousands of others in working with Science Debate 2008 to find ways to integrate science and technology into the lives of our students and communities.

7 Things You Don't Need to Know About Me!

Seven by mdumlao98
Attribution-NonCommercial-NoDerivs License

You don't need to know these 7 things about me for two reasons:
1.) If you know me, you have probably already figured these out
and
2.) Most of these 7 things remain arcane, yet deeply held passions or ideas that I hold.

But that kind of reasoning has never stopped me from attaining a goal before.

Since I was tapped to share in this meme by my wonderful colleague and friend, Anne Mirtschin, from Australia, it seems that I'm wondering: What are 7 things people don't need to know about me? After several false starts, I've listed 7 things and named 7 other colleagues to share this meme.

New Mexico Plains by glennharper
Attribution-NonCommercial-ShareAlike License

1. The desert plains of North America would be a favorite place to live. I enjoy the low humidity and cool nights, as well as traveling to nearby mountains for respite in the hottest times of the year. I especially like New Mexico for its lovely landscapes, rich history and relatively small populations when compared to other mountain states.

2. Gardening and caring for the environment have been a passion of mine, since I was a toddler. Recently I completed the Master Gardener program offered through our Kansas State Extension service. This is a national model, yet it was offered for gardeners in Neosho County, Kansas where I live. My cohort forms a team who will work to encourage more participation in our southeast Kansas area and complete volunteer public gardening works to give back to the Master Gardener program.

3. As a citizen of present day United States of America, I like to talk about the founding fathers' foresight in organizing our country and establishing traditions that continue to serve us well. Next to the Declaration of Independence, the Constitution of the United States of America and the American Bill of Rights, my favorite American historical documents are the Northwest Ordinance and the Land Ordinance of 1785. The founders used these documents to establish firmly held beliefs about democracy. These laws were the blueprint for the public land survey system. They also helped establish the people's right to public lands for various uses, including government and schools.

4. I enjoy discussing topics that others believe arcane.

5. Besides reading and gardening, collecting is a favorite hobby. Over the years, I have focused on various items, including fossils, minerals, furniture, glassware and other items like stamps. The longest running collections I have are the minerals and fossils. I enjoy leading fieldtrips and have developed several daytrips and week long tours of our region. One of my favorites is the Volcano Tour, while another is the Sun and Stars Tour. One of my favorite fossil hunting sites is in Peru.

6. I appreciate irony and even a sardonic sense of humor at times. I agree with the beloved American humorist, Will Rogers when he said, "Everyone is ignorant, only in different subjects."

7. My Personal/Professional Learning Network continues to encourage me to push my skills to match my abilities, and I need that. I work well in groups. If I could, I would like to meet my colleagues in the World of Matter. They all make me think, cheer me on and push me to see opportunities and possibilities.

Here are several colleagues that I'm selecting to share in the 7 Things You Don't Need to Know About Me meme:


Malinka Ivanova

William Chamberlain, aka Mr.C: Thanks! We are all enjoying your contribution to the "7 Things" meme. One colleague especially appreciated that you correlated #6: "I love art, music, video games, movies, and books." with #1: "I have a very short attention span." Personally, I don't see how you can teach and NOT have a wandering attention span!

Sherry Crofut

Joyce Seitzinger

Dr. Mark Stock

Amanda Marrinan

Lori Sheldon who has always wanted to be a teacher. Read this engaging contribution to the "Seven Things Meme".

Linda George

Allison Kipta

Elizabeth Holmes

Consells Medi Ambient

 Consells Medi Ambient) by Lari y Gafa; for EFL/ESL - also for science & environment; PSA funny!

Vision of Innovation

Photo by Alex // Berlin (away for 3days)
Attribution-ShareAlike License

Encouraging students to use their youthful strength, the plasticity of their brain function to create or innovate is the passion of Toshiba in partnership with the National Science Teachers Association. To fulfill their passion, they created the ExploraVision Award.

When NSTA and Toshiba think of creativity and innovation, they refer to innovation in future technology, and that includes all areas of life. From previous discussions, you may think about Who is a Science Teacher? Students can pursue creative thinking through purposeful, structured means, such as lateral thinking, or they may have a unique idea, a brainstorm, that could change how some common object is used. Their creative thinking may be more unstructured and it could create a totally new process or product. Either way, students can be encouraged to explain and share their ideas for an opportunity to earn scholarships for themselves and technology for their school.

Encourage teachers to help students participate in Toshiba/NSTA's ExploraVision opportunity. Whether they win an ExploraVision award or not, they will learn to collaborate, explain and enjoy the process of creative thinking. Can you help?

Tapestry for Learning

Over the years, many teachers have dreamed of implementing their ideas within their classroom, grade or school. These teachers often need money for materials, technology and other resources, so they search for assistance. Many have received Toyota Tapestry Grants for Science Teachers. Remember, who is a Science Teacher?

The Toyota Tapestry Grant is the largest of its kind in the United States, and they award mini-grants of $2,000 and larger grants of $10,000. to K-12 Science Teachers in the United States.

The three categories in which grants will be awarded are:

1. Environmental Science Education
2. Physical Science Applications
3. Integrating Literacy & Science

To find out more about applying for the Toyota Tapestry Grant, visit the Toyota Tapestry Program website. These applications will be completed online, and the deadline for submission is 11:59PM, Eastern Standard Time, Wednesday, January 21, 2009. Let's hop to it. Don't delay!

Are You Sure You Aren't a Science Teacher?

Photo by Lucy Nieto
Attribution-NoDerivs License

Have you been fooling yourself into thinking that you are NOT a Science teacher? Hmm! What is a common response to this question: "Do you teach Science?" No, I don't  teach Science, I don't even like Science.

Often, we are so locked into our 20th century INDUSTRIAL REVOLUTIONary mindset, that we think we ONLY teach History, Language Arts, PE or other separate topic. I think it is more prudent, as we move away from the ASSEMBLY LINE mindset, to think of  ourselves as TEACHERS of children, not TEACHERS of a topic.

For instance, how can one teach of the end of the Dark Ages in Europe (the unkown times), without mentioning the pivotal role played by the rapid spread of one of the most famous of all pandemics (or series of pandemics) the bubonic plague, the Black Death? So, History teachers ARE Science teachers after all. That is just ONE example.

A very popular history book of recent times is Guns, Germs and Steel. It tells the story of the past 13,000 years as it references the introduction of steel and guns as well as the well documented use of germ warfare by warring factions.

In Physical Education, the teacher is concerned with the improvement of the overall physical fitness of their students. When their students are fit, they think better, play more actively and enjoy life more. I wonder? Do PE  teachers teach about nutrition, healthy habits, muscle control, rules for games, etc? Yup, PE teachers are science teachers too.

There is not one ASSEMBLY LINE strand of education, and all the interactive, symbiotic education of the 21st Century includes aspects of science. Therefore, every teacher is a science teacher, we just haven't moved ourselves off the ASSEMBLY LINE and into the 21st Century yet.

I think you will agree that every teacher is a science teacher, and the corollary also must be true.

Blogged with the Flock Browser

On a Trip To Peru

Pictures from one of my favorite fossil hunting spots with my best assistant and friends. This area is located in the layer referred to as the Pennsylvanian. Lots of invertebrate fossils, including a variety of clams, coral, and trilobites.

PageFlake Focus on Science

When I locate new science rss feeds, reputable resources, I add them to my public N2Teaching Science PageFlake. Earlier this month, I found websites that relate to Biology, Chemistry, Oceanography, Physics and other sciences. I hope you will take a moment to look over the other rss feeds in my public PageFlake Focus on Science.

Images created are referenced to Joe Landis, of the National Science Foundation. The original websites fed into this Science PageFlake belong to very reliable science research groups who are participating in the US Polar Year 2007-2008. There is an rss feed for the general public, and you can also find several rss feeds intended for teachers.

Counting's for the Birds: The Great Backyard Birdcount

For the Birds, for the Kids, for the Environment, for Research and for Fun.....let's all join people across North America from Friday, February 15th through Monday, February 18th, 2008 to count every bird we see. It's easy, it's fun, and it's very important!

How many times do you really have an opportunity to make an impact on learning from your own backdoor? Not often before, but now you can.

Click on this link: Great Backyard Bird Count.
Read and follow the simple steps, and you can sign up to help count the birds in our backyard (or any other place, like a park, lake or farm). Even though you can download the forms and mail them in, you are encouraged to complete the easy to use online data forms. Wherever you call home is the place where you can count birds, for as little as fifteen minutes or as long as you would like.

Share this wonderful lifelong learning opportunity with everyone. This project will encourage and improve community interactions with the schools, so think about ways to involve teachers and students with the rest of the commmunity. Try it! You'll like it!

Captain Kangaroo and Me!

Most people think that the time when they grew up was the best of all times, and I am no exception to that truism. I grew up with Captain Kangaroo, Mr. Greenjeans, andShari Lewis who interacted with me through the cutting age media of the time, the television. Yes, I loved the TV, but not as much as I loved books, especially those recommended by these TV friends. Because of them, I can truly say that my first love in education is the book.

I am particularly indebted to Captain Kangaroo and Magic Drawing Board for helping me develop a yearning for good books. Each day, the Captain would tell a story, from a picture book, with the help of the Magic Drawing Board. You could say that the Magic Drawing Board was the precursor of the interactive white board. Now we all can have our own Magic Drawing Board, but that is another story.

One of my favorite stories was the American picture book classic, Make Way For Ducklings, written by Robert McCloskey. This book was a Caldecott Winner. An award given, through the American Library Association, for books with the best illustrations and interaction within their story.

Make Way For Ducklings was illustrated using sepia tones, so its beauty and desirability remain timeless for the art and the story. Every child should read Make Way For Ducklings because every child wants to know that the world can be generous and so can the people in it. Plus you get to fly around New York!

This picture book, Make Way for Ducklings, can be used for recreational reading, but there are themes in the book that lend it to use in various units or projects that a teacher may be developing. There are science, social studies, and character related theme. I would suggest that you need to read this book for yourself to learn first hand what it's fine points are. You will never go wrong reading and teaching Make Way For Ducklings.

You might even be able to work out some related lessons on the Magic Drawing Board. OOOooops, I mean.....interactive white board.

Certificate to License

One thing I have always been known for is covering all my bases, I don't like surprises or life blips. Frequently, I am very happy that I am sometimes overtly conscientious in my work habits and my professional development practices. It is paying off now, as I recertify my teaching credentials.

In 2003, this state changed its laws covering the certification of teachers to teach. Now we become licensed instead of certified. It is probably more than a matter of semantics, but the result is the same. If you have a teacher's license, you can teach in this state. Since I am renewing my certificate, I will now receive a teacher's license.

To renew a teaching certificate in this state, you must have acquired some new knowledge or training in your field, this is also true in other fields such as nursing. There are two ways to document this training or learning in our teaching field, to say that we have received appropriate professional development to help us keep up-to-date in technology, pedagogy, or content knowledge.

The two ways to prove appropriate learning are through college course credits or professional development credits. College credits are pretty straightforward, you must take upper level or graduate classes that are related to your field of expertise or in teaching. The professional development credits are more precisely related to education and knowledge enrichment. These are received through very specialized training in your area of expertise, technology, or specific professional development needs required by the district where you teach. Often, the professional development credits are received through more rigorous, specialized education than you get in a college class.

Since I love to teach and learn, I really enjoy taking college classes and gaining professional development credits. Both require much effort and time to successfully complete, but I have always believed it is worth the effort. It always benefits my students and my work in the classroom. I believe that my mind must be pushed to achieve throughout my lifetime, so I can maintain an interest and excitement in my career.

I took 6 hours of graduate course work 2003, and I completed 255 hours of professional development credits in the urban school district where I taught within the time frame of 2002 to 2004. Every 20 hours of professional development is equal to 1 credit hour of college credit, so I completed the equivalent of 12.5 hours of college credit within a 2 year period. This included many Saturdays, summers, and after school sessions, spent learning and increasing my knowledge base in Technology, Science and Math, I loved every minute of it, and my students received the benefit right away.

With more than 3 times the number of official credits needed to recertify, I will be completing my licensure process tomorrow. I look forward to continuing work in my chosen career.