Those Who Can, Teach

There are far too few math and science teachers in America. A young Bruin educator is crusading to change that distressing statistic and looking for volunteers, in education and elsewhere, to join in the fight. The outcome, she says, just might hold the key to our nation's future.

Juliana Jones, a teacher at Montera Middle School in Northern California, wants more than a few good men and women to take up teaching math and science. She admits it's not easy. But she knows it's rewarding and, more importantly, it's necessary. And she's ready to help. In this issue's Trajectory, Jones, recently named to an advisory council on the issue by the California Council on Science and Technology, offers guidance on how — and why — students, new teachers and working professionals in other fields with comparable skills can carve out a career teaching math and science.

Why would I want to teach mathematics or science?

Traditionally, we have not been very successful in teaching mathematics or science in this country. We are on a threshold. Our world is changing so fast, our children must be mathematically and scientifically literate. Too often it gets communicated that only a few can actually excel in these subjects or that everything about these subjects has already been discovered. The reality is that all students can be successful in mathematics and science. And we need gifted learners of all kinds to be teachers, not out of the goodness of their hearts, but because it is a viable, challenging, stimulating profession with amazing opportunities.

How do you become a mathematics or science teacher?

Start early. If you are a student and already plan a career in secondary mathematics or science education, you should have a major in your subject matter. A five-year teacher education program, where you receive a bachelor of science in mathematics or science and master's in education, is an ideal way to prepare. I completed UCLA's program in math education and was exceptionally well prepared to begin teaching.

Find mentors.

Once you make the commitment, you'll need all types of support as a new teacher. Observe others, be observed, ask questions, share ideas, go to conferences, collaborate with others. If you find a speaker who inspires you, follow them. If you really admire a teacher, ask him/her to mentor you. I have had a mentor who has greatly affected my entire career. She was our team leader at UCLA and went on to become the executive director of the California Mathematics Project. Many of the opportunities that have come my way are because of her. Do not underestimate the connections and relationships you make.

We are on a threshold. Our world is changing so fast, our children must be mathematically and scientifically literate.

Career-changers welcome.

If you work in science or in a job that requires math, consider using your skills in a new way. There are many programs that support a career switch to teaching. If you are not ready to become a teacher, consider volunteering in a math or science classroom.

How do you keep it going?

Push yourself. There are many opportunities for ambitious, passionate, gifted mathematics and science teachers, but you must seek them out. Just as students need time to learn, teachers need time to grow and learn their craft. Do not expect to have mastered teaching in two to three years — you won't. This is the beauty of the profession for me. I create experiences to keep learning and actively look for them in my area. For example, Industry Initiatives for Science and Math Education provides summer fellowship opportunities for teachers to work in Bay Area corporations, universities and government agencies to experience the application of science, math and new technologies. The Johns Hopkins Center for Talented Youth offers teaching opportunities in the summer. The Japan Fulbright Memorial Fund Teacher Program helps teachers visit Japan and study a chosen topic. These are just some examples of programs I have learned about and keep in the back of my mind as opportunities to try at some point.

Think globally; connect locally.

In Los Angeles, I worked with the UCLA Math Project. I received valuable, relevant professional development and was given new experiences like teaching with the Young Mathematicians Institute in Lynwood. In Northern California, I became affiliated with the Bay Area Math Project. I have had the opportunity to work with and learn from mathematicians and increase my content knowledge. I am now a Teacher Leader and provide professional development for teachers through summer institutes. This sounds simple, but people's daily lives are so crowded and hectic these days that it can be easy to overlook or disregard opportunities to grow all around us. This may be particularly true for teachers.

Plan to achieve National Board Certification.

My single most profound professional development experience was National Board Certification in Early Adolescent Mathematics. At the time, my district supported the process, and I worked with a coach and another teacher from my school. In Southern California, the UCLA National Board for Professional Teaching Standards Project is an excellent resource for teachers seeking certification. The in-depth reflective process, going on during the school year while I was teaching, had great impact on my instruction. I videotaped my classroom, analyzed student work, wrote about my teaching and met with other teachers going through the certification process to discuss issues and get feedback. Outside the classroom, I pushed myself to do more professional development for other teachers and to reach out to parents and the local community. The process spoke to me about the professionalism of teaching. And I needed the motivation. It will take 200–400 hours to get National Board Certification.

Join a professional organization.

I know you've heard this before; it's an axiom of every profession. Become a member of the National Council of Teachers of Mathematics or the National Science Teachers Association. They'll connect you to the broader world of your profession and open local experiences for teaching and learning as well.

Take care of yourself.

Find a way to rejuvenate between school years. Teaching takes a lot out of us, especially in low-performing schools, where excellent teachers are most needed. This also means knowing when to leave the classroom. The burned-out teacher undermines our professionalism and, most importantly, harms our students.

Published Jan 1, 2007 8:00 AM