Guide to Implementing the Next Generation Science Standards (2015) / Chapter Skim
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2 Overarching Principles for Implementation
2 Overarching Principles for Implementation
Pages 15-22
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It will take multiple years to transition instruction in all classrooms in all schools in a district or state. To be successful, leadership at all levels needs to carefully consider the changes and timeline that will be necessary to move toward the vision for science education laid out in A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (National Research Council, 2012; hereafter referred to as "the Framework")
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, ACROSS GRADES, AND ACROSS DIFFERENT COMPONENTS OF THE SYSTEM (INSTRUCTION, PROFESSIONAL LEARNING, CURRICULUM, AND ASSESSMENT) Coherence matters (National Research Council, 2006b, 2012)
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. In order to allow students to explore important ideas in science deeply across multiple grades, some topics that are currently taught may receive less emphasis or may need to be eliminated entirely (National Research Council, 2007)
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It might also include discussion of how to integrate science, mathematics, and English language arts (see National Academy of Engineering and National Research Council, 2014; National Research Council, 2014b)
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Networks and partnerships can allow schools and districts to access additional science expertise and resources. They also can help build broad community support for the NGSS, including reaching out to the scien tific community.
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A range of benchmarks might be considered, such as the availability of ongoing professional learning opportunities for teachers that align to the NGSS, the amount of time spent on science in elementary classrooms, the adoption of curriculum materials that pro 20 Guide to Implementing the Next Generation Science Standards
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A key to addressing such gaps is to pay continuing atten tion to issues of opportunity to learn science, with qualified teachers and adequate resources, at all grade levels (National Research Council, 2013, 2014a)
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In this document, we have given some working definitions of what we mean as we use terms such as these. We expect that similar discussions will be needed at the state, district, and school levels to ensure that policies and practices, and internal and external communication about them, are clear and lead to shared understandings.
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