The Buffalo Science Teachers’ Network (BSTN) grew out of a need for middle school science teachers in Buffalo Public Schools (BPS) to interact through professional development activities. They were isolated because of the structure of teaching in the fifty BPS KÐ8 elementary schools. Over the past eight years, BSTN has brought anywhere from sixteen to thirty-five science and special education teachers together on a regular basis, both in real time and virtually, to share ideas, work toward common goals, evaluate district data, plan for future progress, and pursue individual goals in an atmosphere of trust and respect.

BSTN provides support, nurturing, a sense of community, and incentives to increase retention of teachers in a high-turnover area Ð middle school science. Our retention efforts are rewarded: retention in BPS for middle school science teachers who participate in BSTN is 38 percent higher than for those who do not participate.

The Development of a Network of Science Teachers

Before there was a network, three likeminded educators — an urban science director, a newly retired teacher, and a new college professor — met and identified local needs.

First, our local urban school district had a need for an environment that nurtured teachers at various stages of development and took them out of isolation from other science teachers. Their science director wanted an environment that supported growth and change Ð a place where mistakes could be made, with a mentor nearby who could help turn those mistakes into learning opportunities. Second, at our college, our science pre-service teacher candidates had few interactions with urban science teachers, except for traditional formal practices. And third, a new state science exam was being introduced in the eighth grade. Middle school students in grades five through eight needed to learn about inquiry, how to conduct experiments, how to perform a range of tasks. This was new and needed to be addressed in curriculum development and teacher development.

Goal Setting
Once our needs were discussed, a set of mutual goals was developed:

• Enhance student achievement.
  
  
• Infuse New York State Math, Science, and Technology (NYSMST) standards and assessments in all activities.
  
  
• Coordinate efforts to meet the induction and/or professional development needs of the collaborating district.
  
  
• Provide content and pedagogical instructional activities for pre-service and in-service teachers.
  
  
• Incorporate principles of effective professional development.

Everyone in the network benefits as the objectives of these goals unfold. The urban teachers receive new ideas and help in their classrooms from the mentor, pre-service teachers, and each other. The pre-service teachers who are introduced to the BPS curriculum have an opportunity to try out new skills in a low-risk environment. The BPS middle school students are provided with enrichment opportunities that help them complete their portfolio projects and learn new science. The Buffalo State College (BSC Ð SUNY College at Buffalo) pre-service science teacher program benefits from the opportunities its candidates receive to practice the knowledge, skills, and dispositions on their personal road to teacher certification.