Implementing departmental change

Building the science department documents how science departments in the US are successfully changing their teaching from traditional methods to those with a greater emphasis on shaping ideas through evidence, and exploring the how and why of natural phenomena. The book tells the story through vignettes from teachers explaining the changes and the challenges they have encountered.

The most useful message is how meaningful change in teaching can only be achieved at the department level with teachers working collaboratively. Teachers within a department are encouraged to learn from each other by talking about their teaching and their students’ learning. Ideally, science departments should strive to become centres of professional learning.

The authors describe many characteristics of a successful department. For example, they should be communities that share a common sense of identity about what it means to be a science teacher. In addition, there should be strong personal and professional relationships based on trust. The leadership from heads of department should be less about hierarchy and more about modelling and promoting good teaching practices.

The book explains why resistance to change might be encountered; teachers need to be sure change has a good chance of success for them to buy into it, and remember that older teachers can get set in their ways.

I found the book interesting and it made me reflect on my own department and practices. I recognised many of the dynamics described. However, the reforms US teachers are making feel different to the current British situation. The direction of change seems to be the opposite: British education reforms have led to teachers struggling with new, content-heavy syllabuses. The book would be useful though for any teacher interested in implementing educational change.