IBSE Final

166 NaTIoNal SCIENCE TEaChERS aSSoCIaTIoN

Epilogue Science Teachers as 21st-Century leaders

key positions. Science education consists of numerous systems and subsystems,

each with individuals who have power, constituents, and goals that contribute

to a better science education for students. Not every member of the science

education community can or should be involved in constructing international

assessments, developing curriculum materials, presenting the arguments for

scientific inquiry, defending the integrity of science, or providing professional

development. But all of us do have our roles and responsibilities that relate to

these and many other leadership opportunities, and that is what will ultimately

make a difference for students.

The purpose of science education is for all students to achieve high levels

of scientific literacy. Such a broad and, I would argue, deep perspective touches

critical components of the science education system at the national, state, and

local levels. The fundamental purpose is comprehensive and inclusive. This is

the vision required of science education leaders in the 21st century.

Although visions of “science for all students,” “no student left behind,” and

“race to the top” have become part of a state’s review of policies, standards,

and every school district’s discussions of science programs, education leaders

should point out the fact that such statements explicitly highlight equity. By “all

students,” we mean all students. The goal should be clear and unambiguous.

Achieving the goal presents a complex array of problems. Now teacher leaders

are required to restate and renew our efforts to make sure that all students have

adequate and appropriate opportunities to learn science. I point to the issue of

equity—and its frequently cited countervailing but paradoxical force, excel-

lence—because it pervades all of education, not just science education.

Contemporary justification for a vision of improved science education

resides in themes such as innovation and the economy, basic skills for the

workforce, environmental quality, use of natural resources, and energy effi-

ciency. Such themes differ from earlier justifications such as the space race and

a nation at risk. In many respects, the economic rationale has emerged from

the realization that the U.S. economy is part of a global economy and that the

education level of our citizens influences the rate and direction of the country’s

economic progress.

Plans

The complement to a vision of science for all students is having a plan to

enact that vision within the leader ’s context. The vision centers on students

learning science. So how can we think about the contexts within which leaders

should work, identify important initiatives, and formulate plans for construc-

tive reform?

To enhance all students’ scientific literacy, we must focus on the interactions

at the instructional core—between teachers and students, especially those inter-

actions that enhance learning. This, I believe, is a critically important education