The forty-two Resident Teachers
trained over the past six years have become leading science teachers and have established
a communication network with those who care about students and education reform. Both during and after their participation, these teachers also disseminate their ideas to other science teachers in the district by leading teacher workshops. District teachers and the central administration consistently seek out these teachers as trainers
and experts in science reform and science curricula.
As a result of this program the teachers are stimulating in-depth understanding,
curiosity, and problem-solving in their students. They have woven local resources,
existing curricula, and student interest into a variety of challenging
experiences for their students. For example, children in these classrooms are examining
local water quality, studying the effects of space radiation on seeds they sent on a shuttle
mission, and participating (via e-mail) with British students on a joint
energy conservation challenge.
Because of this highly skilled network of teachers with their diverse classroom populations,
and the established program of workshops and training, the Model Lab has been
an ideal site for curriculum piloting, evaluation, and development. A number of lab
teachers have been involved in writing and publishing curriculum. Others have published
articles, and all have presented workshops at either regional, national, and international conferences. They
have evaluated and tested computer hardware and software and provided
technology training to district teachers.