IBSE Final

170 NaTIoNal SCIENCE TEaChERS aSSoCIaTIoN

Epilogue Science Teachers as 21st-Century leaders

the choice as either content or process. Providing professional development has

emphasized science content as opposed to pedagogy, and student achievement

has been reduced to individual test results versus national achievement and

international comparisons. All of these paradoxes can be resolved.

Recognizing the Politics

Along with the central importance of resolving the tensions of paradoxes, I would

list the importance of a leader’s ability to recognize and address the political

realities of education work. The leader has to recognize that initiating changes

means addressing the politics. All issues of improving science achievement are

not solely related to education. Indeed, it may be the case that all education

issues ultimately are political issues. The paradox embedded here can be stated

as achieving education goals while addressing political realities. I have found

that either/or thinking often expresses the paradox, while both/and thinking

provides insights into the resolutions.

Experience teaches another lesson for those in leadership positions. If you

are leading, you cannot avoid conflict and controversy. Also, the larger the

system and greater the change, the more controversy you will experience. It can

be thought of as the paradox “achieving your goals requires enduring criticism.”

And the criticism often is unfair and personal.

Concluding Discussion

Our discussion here, while this 21st century is still young, presents the occasion

to review trends and issues that science teachers will encounter as leaders. What

is common to the work of leaders? I proposed establishing a clear and consistent

vision combined with a practical and workable plan. The vision and plan will

get the leader started in directions that may involve curriculum reform, instruc-

tional improvement, or alignment of assessments. One crucial point that I made

is that leaders must hone their ability to realize and resolve paradoxes as they

execute their plans. The paradoxes have been referred to as tensions, critical

problems, and even absurdities. Regardless, effective leadership requires the

resolution of paradoxes such as initiating bold new programs while maintaining

established past traditions, or fulfilling a national mandate such as NCLB or

common core standards while incorporating a local agenda. One of the most

disheartening paradoxes is the reality of achieving the established vision and

enduring criticism rather than receiving a reward for attaining the goal. Given

this view of leadership in science education, I described several themes that

leaders will confront in the first decades of the 21st century.

I identified five themes that will directly or indirectly influence science

education leaders. The themes are achieving scientific literacy, reforming science

programs, teaching science as inquiry, improving science teachers’ knowledge

and skills, and attaining higher levels of achievement for all students.