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How “Pony Races” Track Progress in Standardized Science Testing
Description
Elementary schools in Jordan School District are giving each other a run for their money in the second annual “Pony Races.”
On this episode of the Supercast, hear how two incredible science specialists came up with the idea of “pony races” to track RISE standardized testing progress and make science exciting and fun for students and staff. It’s turning out to be a win-win for everyone.
Audio Transcription
Specialist:
We kind of hatched a plan. We called it the Pony Races and we would track how our students were doing in Jordan District.
Anthony Godfrey:
This is on the science standardized task the RISE.
Specialist:
Yes, yes. And teachers responded really well probably more excited about it than we even thought.
Specialist:
Teachers in tears of joy and teams who came together, principals came out of their offices.
Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. Elementary schools in Jordan School District are giving each other a run for their money in the second annual Pony Races. On this episode of the Supercast, hear how two incredible science specialists came up with the idea of Pony Races to track RISE standardized testing progress and make science exciting and fun for students and staff. It's turning out to be a win-win for everyone.
Anthony Godfrey:
We're here at the Auxiliary Services Building talking with two of our District science specialists. Introduce yourselves and talk a little bit about the work that you do.
Rachel Coleman:
My name is Rachel Coleman.
Lynn Gutswiller:
And I'm Lynn Gutswiller. And our goal is to support elementary teachers in teaching great science.
Anthony Godfrey:
That is a task that you are very, very excited about, very enthusiastic, and very creative about. And that's why we're here today. Tell us about your day-to-day. What is it like a day in the life or a year in the life of a District Science Specialist? What type of work do you do during the day?
Specialist:
So every day looks really different for us. But speaking about averages, we probably spend about a third of our time in classrooms supporting teachers, model lessons, and a third of our time building resources for teachers that teachers have asked for or creating new resources, and then a third of our time either managing some grants or coming up with our next scathingly brilliant ideas.
Anthony Godfrey:
Yes, and we're here to experience that brilliant idea, which I've heard about now for a year and I'm very excited that we have finally come together and I get to experience this. But before we talk more about that, elementary teachers have to be an expert in everything. And so you are a great support to make sure that the science instruction, that they have great resources to help them with that. What was your path to taking this position? What did you do previously?
Specialist:
So both of us really, or I should say, each of us really had a different kind of path to get here. I have some ELA background and so that really helps in terms of putting together curriculum, along with some technology background and training, and then moved kind of into the STEM world, which has been a fantastic part of my educational journey. I love being able to build resources that help support teachers and allow students to be better at learning science.
Specialist:
I was in the classroom for about 20 years teaching science, and then the last few years before taking this position, I was actually at Rose Creek in sixth grade teaching all the subjects.
Anthony Godfrey:
And you just decided we need to be a part of making science instruction even better districtwide.
Specialist:
Oh, absolutely. And feeling like we had a lot to