Science Teachers Writing
We have a question:
"How do we measure success? What does this look like in education, and in our classrooms? What does this look like in science or education research?"
This fall, teachers from around the country will be writing about this question of our purpose in education. In Spring of 2017, we'll share our stories.
Teachers. Writing. Together, we create yearly essay collections highlighting the voices of high school teachers of STEM (science, technology, engineering and math).
Why essays by teachers? Teachers see a cross-section of America. After all, pretty much everybody goes to school. And educators count among our ranks some of the most dedicated and professional servants to the public good. We hope to shine a spotlight on the incredible things teachers learn about their students, schooling, and themselves as they work to make the world a better place.
Why STEM teachers in particular? Both scientific literacy and STEM expertise are more necessary than ever for our graduating high-schoolers. But STEM teachers’ disciplines are often (unfairly!) characterized as difficult or boring, and we’re not known for prioritizing writing as a “way of knowing.” We’re out to change that.
How can I write? Each fall, members of our community vote on a topic. Once the topic’s been selected, we accept essays through January 1st, then release them throughout the next few months. To be published on our website, you need to have taught STEM in high school (that’s ages 14 and up, whether you’re in the U.S. or elsewhere) at some point in the last three years. See here for more information.
We’ve gotten a fair bit of press in our first two years. Several of our essays have been published on the Washington Post's education blog, and one participant's essay led to an interview on NPR's Science Friday.