Suggestions based on lessons learned

We believe we are accomplishing our original vision: Science for All Children. The process for making systemic change is slow and requires persistence. It took time prior to NSF funding for the science coordinators in both districts to introduce the inquiry based instructional materials, develop science resource centers, and build a cadre of teacher leaders and administrators to endorse the NSRC model of systemic reform. With a strong foundation in place, the funding from NSF, the addition of the Science Resource Teachers, and co-principal investigators are able to build a strong program. Project Inquiry outcome study (2002-2003) confirms that we are making progress on student learning with our selection of instructional materials, inquiry teaching practices, and professional development efforts.

The Project Inquiry model in place for grades 3-8 moves teachers from the "novice" to "expert" level of teaching and there is a need to build the K-2 and 9-12 science programs. To fully implement quality professional development, it is vital for SRT's to follow-up one-on-one with classroom teachers. There should always be an open line of communication between lead science teachers, administrators, and Project Inquiry staff to ensure productive feedback is given to make the necessary decisions and changes in science instruction to lead our schools to effectively reform the science program.