Inventory and Assessment of K-12 and Professional Teacher Development Programs in the National Estuarine Research Reserve System
C. INTRODUCTION
National Estuarine Research Reserve System K-12 and PTD Background
The National Estuarine Research Reserve System (NERRS), formed in 1972, incorporated an education program linked to research and stewardship at its inception. Twenty-four Reserves are currently offering K-12 and PTD programs for a wide range of audiences. Many have been conducting these programs for a number of years, others are re-evaluating current programs, and a third group of newer Reserves are developing programs.
NERRS education staff have diverse talents and each Reserve has it’s own set of unique characteristics, challenges, and opportunities. Some of the differences and challenges stem from the diverse group of state partners, and the status of the school system and political climate in each state. With tightening school budgets and increasing pressure to meet standardized testing goals, teachers have had difficulty securing funding and time for workshops, programs, and fieldtrips.
NERRS is ideally suited to offer many opportunities to the K-12 and PTD market. Reserves have well defined goals and objectives and have the flexibility to create innovative programming that fits the needs of their local and regional communities. In addition to their “local flexibility,” NERRS also has many common themes that can be explored to create a system-wide program or activity that will have a meaningful national impact on youth and teachers.
