Superintendent, Highland School District, Cowiche, Washington

Science and math are at the core of the changing world in which we live and work. If we are to have a state and nation that provides opportunities for our children to participate in and benefit from the emerging global economy, all of our students must be prepared with a fundamental knowledge of science. Just as science propelled the world into the industrial revolution it is and will carry forward in the information age. All children need a comprehensive science education to compliment and support their understanding of the world around them and their part in it. If we fail in our efforts to get all students to high standards then we are failing to provide them with the equal footing necessary to gain access to financial, cultural, and community participation, as science is a core skill. Science teachers in the state of Washington have been involved in the transition to constructivist learning practices. By implementing guided experiential learning in the elementary classroom, students develop an appreciation and understanding of the natural world. In addition, through the use of note booking, scientific reading, and the application of mathematical concepts, science provides the perfect integration opportunity. Science professional development for our staff focuses on multiple hours of first use training and follow-up content training. This model has produced enthusiastic teachers who embrace the constructivist pedagogy and are thrilled at the students' excitement and achievement. Our students are becoming "education consumers" who come to science engaged with their teachers during the teaching and learning of science. The role of science has been central to our past, is important for the present, and critical in the future. A scientifically literate society is of the utmost importance.

In 2000 I was invited by ESD 105 to participate in the discussion surrounding the development of a Science Education Cooperative. We spent considerable time crafting the by-laws, determining mission and vision, and how to deliver services to the members of the Cooperative. As the superintendent of a small district I was excited about the possibility of supporting science education via the LASER model. At the same time, we were allowing for shared curriculum purchases and high quality professional development that would support all students attaining the science standards in a financial environment that we could never duplicate ourselves. By collaborating with ESD 105 and Yakima School District, our purchasing power was significantly increased.

As we worked out the details of governance, the by-laws created a Science Executive Committee that was charged with the oversight of the Science Education Cooperative. In due course I was elected to that position to which I've served since the Cooperative was created. I have had the opportunity to be an advocate for science education in our region within my own district as well as a spokesperson for the Science Cooperative regionally. I believe the success of this initiative speaks for itself as we have put in many hours to deliver professional development and material support to our members that are of high quality. We currently have twenty three of twenty five school districts that have joined the Science Education Cooperative. We have stayed focused on leveraging resources to maintain quality services. It has been one of my professional joys to be able to discuss science education and advocate to my fellow superintendents the benefits of membership in the Cooperative. The Executive committee is by its' by-laws dynamic in nature. My role has been the “keeper of the vision” as new members have joined the committee. It has also been my pleasure to work in an organization that values continuous improvement, evolving as our districts needs have changed. The Executive Committee has been an advocate for change when it facilitated quality educational outcomes for our students.

In the world of public education there is always a need for new partners. The beauty of science is that there are some natural ties that bond us together within the community. An example of this partnership is the significant level of participation by our ESD 105 districts. Other partnerships were developed with Weyerhaeuser and American Honda Foundation who provided us funding to support the Cooperative's work in our region. In all these cases our goal was to leverage funding to provide educational services and support to our districts so our students could have access to the highest quality science education possible. The curriculum, the professional development, and the support of the Science Education Cooperative provided the districts with opportunities that would have been beyond their budget capabilities. At the same time the Cooperative based every decision on what the research supported as the best practices for teachers and students.

It has indeed been a pleasure to be associated with the ESD 105 Science Education Cooperative. It has and will remain one of the highlights of my professional career. The dedication and support of the Yakima School District, the ESD 105 staff, and the Science Education Cooperative membership has provided the basis for all of our students to have access to quality science education.