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SCP Program Description

The Scientist in the Classroom Partnership (SCP)

Program Description

Three major components of the program include a 3-day summer workshop for fellows and teachers, 15 class periods of hands-on instruction in the classroom each semester, and attendance of professional development for fellows and teachers.

In addition, scientist educators will iterate on creating engaging curriculum for the middle school classroom and culminate with a final hands-on, standards-based lesson that incorporates the scientist鈥檚 expertise and can be perpetuated in future years

Intended Benefits for Scientist Educators

  • Exposure to STEM education
  • Experience translating real world science to the classroom
  • Education skill and workforce development
  • Mentorship to young students
  • Outreach & community involvement.

Intended Benefits for Teacher Educators

  • Partnership in the classroom to implement hands-on experiences
  • Access to CSEO-curated hands-on classroom kits
  • Inclusion in a shared learning community
  • Ability to share teaching expertise
  • Classroom contributions from additional role models
  • Summer Workshop: July 28th-30th, 2026

    The summer workshop prepares scientist and teacher educators to work towards a successful and rewarding school year. The Learning Community will spend 3 days developing their partnering relationships and planning lessons and activities for the upcoming academic year. Everyone must attend. Specifically, fellows and partner teachers:

    • participate in team-building activities;
    • work to clearly define the roles and expectations of each member of the team;
    • participate in activities to clarify the nature of hands-on and inquiry-based instruction;
    • focus on curriculum alignment with pertinent local standards for math and science;
    • form content teams to develop lessons, activities, and demonstrations that correlate with the curriculum;
    • demonstrate lessons to partner teachers and fellows in preparation for instruction in middle school science classes in the fall; and
    • collaborate with local resources to increase scientific knowledge and develop a sense of scientific community.

    An important goal of Scientist in the Classroom Partnership program is to build and support a strong learning community of fellows and teachers. The summer workshop provides an opportunity for us to establish a working relationship, plan lessons and activities, and hone classroom management and teaching skills.

  • Academic Year Program

    The most exciting part of the program takes place in classrooms when the fellows and teachers present the hands-on lessons they prepared during the summer workshop and throughout the year. Classroom students are thrilled to have the additional attention and the opportunity to conduct hands-on experiments.聽

    Scientist educators are required to plan, implement, and co-teach a minimum of 15 periods of classroom instruction each semester. This can be the same lesson implemented several times across schools and class periods, but ideally will include a mix of several lessons implemented over the course of a semester in one or more middle school classrooms. Teacher educators should provide at least 15 opportunities for scientist educators to attend their classrooms.

    Two hours of time outside of the classroom is designated for planning and preparation. The majority of the in-classroom time is spent teaching laboratory activities with partner teachers. These lessons come from a variety of sources including the summer planning workshop, SCP kit lessons, teacher-developed lessons, or fellow-created lessons. Most lessons are planned collaboratively in specific content areas during the summer workshop.

  • Learning Community Professional Development Sessions

    The Learning Community will meet regularly for professional development sessions. Scientists and Teacher Educators should attend at least 3 professional learning workshops. These sessions includes presentations from other program personnel, guest speakers from the five university partners, discussions concerning education methods, and a plethora of other engaging activities. The PD sessions are designed to provide a forum for feedback, provide reflection time for the teaching experiences, and acquire feedback聽 to improve the program design for future cohorts. These sessions are also designed to give the assistance in any activity related to the classroom. If anyone requires help with individual concerns relating to the program, they can request it during these sessions.