Interview with Barbara Plonski
Director of Science for Milton (MA) PublicSchools, K-12
Does every school district have a Director of Science?
No, unfortunately, not at all. Many schools have someone at the high school level but K-12, such as I am, isn't common - yet. Braintree (MA) also uses the K-12 model, and I think state-wide we're shifting toward that.
Not everyone is even aware that your position exists. How did it develop?
In Massachusetts it was when the MCAS tests became a graduation requirement. Once it was announced that passing the Science MCAS was about to become a graduation requirement many systems created a K-12 Science Administrative position.
Since this job didn't used to exist, where did you start out?
After undergraduate I first worked in environmental consulting. From there I worked on research vessels on the Bering Sea, and eventually went to grad school at the University of Alaska, getting an MA in biological oceanography. From there I went to Cornell and did acid rain research. Then I decided I wanted to teach, and eventually became a high school science teacher. Three years ago I applied for this job and for some reason they hired me.
How did you approach this new position?
Initially I spent a lot of time creating curriculum and curriculum documents. Now is the fun part, when I get to help implement it.
How big is the district?
There are four elementary schools, one middle school and one high school, with a total of 3800 students.
Covering the entire school system is a big territory. How do you tailor your activities?
It's different at different levels. In the high school I'm mainly there for support, since they have formally trained science teachers. I do help with some of the curriculum. I spend more time in the middle school, working on integrating science into the curriculum. Today, for example, I had grade-level curriculum meetings. I help them get away from the textbook where appropriate, and let inquiry drive instruction.
What kinds of things do you do with the elementary schools?
The elementary schools are a whole different story, basically because if you like science, you most likely don't become an elementary teacher. So for a lot of the teachers it's a question of needing me to actually teach them the science. Just the other day I sat down with two teachers and we went over rock identification. It really becomes me providing professional training for the teachers. It's a challenge, because in my district there are 90 elementary teachers and only one of me, and they all say they never see me. I'm really stretched thin.
What would help change that?
I guess in a perfect world I'd spend less time with students, but instead I always find ways to work with kids because I love it. I'd like to see a lead science teacher at each of the elementary schools and at the middle school, but in this time of budget cuts that's a luxury we can't afford. Administration is important, but you need a teacher in front of the kids. Plus this year I lost one high school teacher and one middle school teacher because of funding cuts so obviously I'd want to replace those positions before adding more layers of administration.
What do the kids think of you?
The great thing is, elementary age kids love science! So when I come in there they treat me like a rock star. Then when I see those same kids in the middle school, I see that the enthusiasm has carried through and that's really great.
What's a typical day like?
I have no typical days! Just take a look at my office and that will give you some idea - it's overflowing with stuff all over the place. The last few days I have been hand-delivering all of the materials to the elementary classrooms. If I just drop it off it sits in a corner and gathers dust, so I need to really spend time with each teacher and go over the materials, which I do. It's so important to help the teachers feel confident when it comes to teaching science. I also have lots of principal and superintendent meetings, so it's a real mixed bag, which keeps it interesting.
How did you get involved with COSEE-New England?
Bob Chen contacted me about the OSEI program, which seemed a natural fit. Also for me, I believe the way to teach science is to go outside. So this year the middle school and high school is working on a number of OSEI projects, all taking something that's already a part of the curriculum but presenting it in a new way.
Is this a different experience for the students?
Absolutely. It shows them what it's like to be a scientist, lets them set up experiments - then you get them hooked!
A project like OSEI must also be beneficial for the teachers and scientists. What do you see happening?
Teachers get deeper content knowledge, not to mention that the supplies you get are just incredible, which is amazing considering how tight budgets are. It helps scientists learn how to sell their research to the public, which they've got to do. Plus, the fellowship is fantastic. Everyone is sharing ideas, creating a true sense of community, compared with what the model used to be, which was everyone being on their own island and no sharing. Things have really changed, and this kind of program is what has fostered that kind of change.
