Laying the Groundwork
Laying the Groundwork
Choosing the Topic
The first step in planning a workshop is choosing a topic that is interesting, focused, and relevant to your intended audience. Many areas of science are changing so rapidly that it can be difficult for teachers to keep up with current knowledge. New technology is constantly being developed. Workshops that provide up-to-date information or training in the use of technology and instrumentation can be extremely useful. In the SEPS molecular biology workshop teachers learn the most current information available and perform experiments with state of the art instrumentation. In our GIS/GPS workshop teachers collect their own data with GPS units and analyze it with GIS software in a computer lab. Topics that enrich or expand on existing curriculum can be very useful. Workshops that provide teachers with access to existing resources such as local universities, businesses or governmental agencies can lead to long-term partnerships that benefit all parties. The SEPS workshop on physical science for middle school classrooms was taught by an OSU chemistry professor who was interested in outreach and in becoming a resource to local schools. Often teachers themselves can suggest topics they would like to learn about but don’t have the time or opportunity to do so.
Resources
The resources needed to offer your workshop depend upon the subject. Highly qualified instructors are extremely important. They must be competent teachers and knowledgeable in the subject. Sources for instructors are college or university professors, master teachers, extension faculty or business professionals. Many businesses, both for profit and not-for-profit, may be interested in forming working relationships with local schools and release employees to do K12 outreach. Master teachers may have developed a unique curriculum in their subject area and may be eager to share it with colleagues in a workshop format. Workshops that offer highly technical, hands-on activities may require large budgets. Stipends for instructors, rental of classrooms and computer labs, supplies, and printing and mailing costs can total as much as $10,000 for a week-long workshop. Partnerships with other community organizations can provide opportunities for cost-sharing. In addition to actual sharing of funds organizations may contribute instructor time, facilities at a reduced cost, curriculum development and the promise of on-going support and collaboration. The 2003 GIS/GPS workshop was a collaborative effort between SEPS, the Howard Hughes Medical Institute, Science Connections, Oregon State University, Corvallis 509J school district, Conservation Biology Institute, Corvallis, Global Mapping Technology, Corvallis and ESRI.
Instructor Stipends
Instructors are compensated not only for the number of hours of actual teaching but also for time spent preparing the workshop curriculum. SEPS compensates instructors one hour of prep time for each hour of teaching time. For a one-day, six hour long workshop instructors are compensated for 12 hours of work. For a five-day long, eight hour per day workshop instructors are compensated for 80 hours of work. SEPS pays instructor stipends at a rate of $50 per hour. Hourly rates may vary with local employment conditions and individual circumstances. Instructors are paid on a personal services contract with payment dates negotiated at the time the contract is drawn up. For brief, one-day workshops instructors are paid after the workshop is conducted. For longer workshops (week-long or multiple offerings of a single workshop) requiring more preparation, instructors are paid half of the stipend during the preparation time and the remainder after the workshop is conducted.
Facilities
The topic of the workshop will determine the type of facilities you will need. Topics in the life or physical sciences may require both a classroom and a wet lab. Technology based workshops may require a state of the art computer lab and the most recent software available. Other considerations include availability of parking, access to restaurants, and handicap accessibility.
Target Audience
The most successful workshop is carefully designed to fit the needs and background of its audience. Some topics are more suitable for middle and high school teachers who are generally specialists in the science and technology courses that they teach. The SEPS materials science and field biology workshops were designed to complement and update existing curricula in middle and high school science classrooms. Molecular biology is attended mainly by high school teachers. Successful workshops have been offered that targeted science teachers from K through 12. These included workshops on ocean science, forestry and geology. Field trips and open-ended activities that can be easily modified for different age groups can keep a very diverse audience engaged and offer something useful to teachers from all grade levels. At one workshop an elementary and a high school teacher became acquainted and decided to bring their classes together to allow the older students to mentor and assist the younger ones.
Marketing
Publicizing your workshop requires time and the use of a variety of media to reach your intended audience. Several low-cost options may be easily available to you including organization newsletters and websites. Curriculum specialists, principals or education service districts (ESD) maintain list serves of science and technology teachers and are often willing to help publicize professional development opportunities. Trade journals published by the National Science Teachers Association (NSTA) or its state level organizations will run advertisements for workshops. Flyers can be prepared and sent by US mail. Use your state department of education website school directory to gather addresses of public, private and charter schools in your area.