"If students gave teachers more time, they would likely learn more. Sometimes students do not give enough time to be successful. Rarely do they give enough time to achieve excellence. In our experience, specific instructional modifications encourage students to give of their time" (from "Time and Teaching", pp 714-715). The four authors of this article discuss the issue of time in detail, with illustrations from the literature and their collective teaching experience.

If time is an issue for you and your students I encourage you to read this article. It caused me to reflect on the central role of the teacher in the learning process, especially on the facets of teaching and learning that the teacher can control or influence. As a beginning teacher many years ago, I probably would not have done well with some of the modifications discussed in the article. Not because experiential learning was neglected in my preservice education (it was stressed, albeit not to the degree it is today) or because I lacked a science background (I had a strong science and mathematics background), but because I needed to sharpen the required skills through teaching experience, interaction with experienced teachers, and professional development. I was fortunate to have daily contact with an experienced teacher who shared ideas and resources freely and continually encouraged me in my teaching pursuits. Although he would not have considered himself a mentor, that is exactly the role he filled for me. This relationship coupled with NSF-funded summer institutes fueled professional development opportunities that related directly to the experience I was gaining in the classroom.

Kelli Bennett of the Secondary School Office demonstrates a Cartesian Diver at the JCE booth at the NSTA meeting in St. Louis.

The resource I depend on to this day is the Journal of Chemical Education. As a young high school teacher I needed all available help, and here was a journal filled with demonstrations, teaching strategies, and new developments in chemistry. I literally had professional development delivered to my desk each month.

It is estimated that two-thirds of the current teaching force will retire in the next ten years. The gravity of the situation is highlighted in Before It's Too Late (1). John Moore discussed the report in his December 2000 editorial (2) so I will simply remind you that the report emphasizes the relationship between effective teaching and learning. An emphasis on the professional development of teachers and improvement of science and mathematics teaching is found also in President Bush's initial educational position statement, No Child Left Behind (3), and the related bills that are currently before the House, H.R.1, and the Senate, S.1.

Meaningful legislation may or may not result from either report, but there is definitely a critical need for an ample force of well-prepared science and mathematics teachers. I doubt that you would be reading JCE right now if you did not believe in the fundamental need to grow professionally and continually add to your repertoire of teaching skills and science knowledge. Individual initiative truly characterizes JCE's high school teacher readership. But what can an individual teacher really do? Wait for legislatures and school boards to take decisive steps to improve working conditions and pay teachers an equitable salary? Wait for a ground swell of public support for adequate funding? Wait for Congress to fund summer institutes that meet real professional development needs for teachers?

Certainly we need to work toward these goals, but many teachers are not waiting for such large-scale changes to occur. One example that I witnessed recently stands out clearly in my mind. In her Conant Award Address at the ACS High School Day Program in San Diego on April 3, 2001, Barbara Sitzman spoke with conviction of the critical need for experienced teachers to mentor new teachers. Speaking from both experience and personal observation, she described the power of mentoring to help new teachers through the critical early years of teaching. She reminded the audience of the alarmingly high proportion of new teachers who leave the profession within the first two or three years and she appealed to her listeners to become mentors. What about you? Are you mentoring a new teacher? In honor of Barbara Sitzman and all teachers who mentor, I challenge you to take a proactive stance by remaining focused on what you can do today for a new teacher. If you are a new teacher, I encourage you to seek out an experienced teacher who will share his or her experience and answer your questions as you encounter unfamiliar situations. And, of course whether mentor or mentored, don't fail to look to the resources of the Journal of Chemical Education!

Search for a New Secondary School Chemistry Editor

My five-year term as Secondary School Chemistry Editor is coming to a close. I am excited about the direction the Journal has taken in relation to high school teachers, and challenge my successor to remain focused on the changing needs of high school teachers so that the Journal may continue to be the resource for teachers, both new and seasoned. If you have a vision of how to carry on JCE's mission for high school teachers, I encourage you to refer here for more information about the position and how to apply for it.

1. National Commission on Mathematics and Science Education for the 21st Century, Before It's Too Late (accessed Apr 2001).
2. Moore, J. W. J. Chem. Educ. 2000, 77, 1535.
3. Bush, G. W. No Child Left Behind (accessed Apr 2001).