Guide to Implementing the Next Generation Science Standards (2015) / Chapter Skim
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4 Teacher and Leader Learning
4 Teacher and Leader Learning
Pages 37-50
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From page 37... ...
RECOMMENDATION 6 Develop comprehensive, multiyear plans to support teachers' and administrators' learning. State, district, and school science education leaders should develop comprehensive mul tiyear plans for professional learning opportunities for teachers and administrators.
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From page 38... ...
Science education leaders at the state and district level, and lead teachers should take full advantage of and cultivate partnerships with other districts, professional development networks, web-based professional development resources, science education researchers, and science-rich institutions -- such as higher education institutions and science technol ogy centers -- to facilitate high-quality professional development. LEADERSHIP An important first step for implementing the Next Generation Science Standards (NGSS)
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From page 39... ...
The project directors frequently attributed major project successes to teacher leaders, including efforts to align district curriculum with state and national standards, adopt high-quality instructional materials, and develop aligned assessments. Evaluators reported that teacher leaders' participation on reform-oriented committees helped broaden their understanding of district policies and practices and provided them with a new perspective on how change happens.
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From page 40... ...
Professional development should incorporate discussion of the relationships between changes in science teaching expectations and changes in other subject areas, especially for the elementary grades, where most teachers teach multiple subjects. Understanding these relationships will allow teachers to take advantage of the synergies between science, mathematics, and English language arts by sup porting development of students' skills across the curriculum in the context of sci ence learning activities.
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From page 41... ...
Professional learning opportunities should be designed such that teachers grapple with both the science itself and how students think and learn about that science. Interventions that focus primarily on deepening teachers' knowledge of disciplinary core ideas are likely to be insuf ficient.
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From page 42... ...
All four courses involved the same science content; they differed in the ways they incorporated analyses of students' thinking and analyses of instruction. Each of the 4 intervention models involved 24 hours of contact time divided into eight 3-hour sessions: • n one intervention model, teachers discussed narrative descriptions of extended examples from actual I classrooms, which included student work, classroom discussions, and descriptions of the teachers' thinking and behavior.
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From page 43... ...
The Science Teachers Learning from Lesson Analysis (STeLLA) project featured video-based analysis of instruc tional practice aimed at upper elementary teachers.
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From page 44... ...
In profes sional development, this approach translates into opportunities to study examples of classroom interaction that reflect a particular teaching and learning issue, such as eliciting students' models and model-based explanations, helping students develop and defend arguments based on evidence, facilitating engineering design, or selecting tasks that can also be used to formatively assess students' thinking. Such examples can be used as material for analysis and discussion, rather than "model examples" of routines to be followed.
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From page 45... ...
Sufficient Time Successful professional development programs require sufficient investment of time to enable teachers to grapple with new ideas, analyze examples of the ideas in action (such as student work or records of classroom interactions) , and make step-by-step progress in understanding and applying the new ideas.
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From page 46... ...
LEARNING OPPORTUNITIES FOR ADMINISTRATORS In order for school leaders and district administrators to understand the needs of science teachers, administrators will need sufficient professional development to recognize what is and what is not aligned to the new vision and productive for the NGSS learning outcomes. Administrators will need an opportunity to experi ence the type of science learning envisioned by A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (National Research 46 Guide to Implementing the Next Generation Science Standards
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From page 47... ...
-- from encouraging teachers to participate in professional development, to supporting teachers' use of high-quality materials and inquiry-based practices, to enabling the work of teacher leaders, to making time for teachers' to par ticipate in site-based professional development. Where LSC projects established strong working relationships with district administrators -- including superinten dents, school boards, curriculum directors, and others -- project directors and evaluators noted that the potential for sustained support increased significantly.
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From page 48... ...
Support for teachers also requires that school and district leaders have themselves received appropriate professional development about the NGSS and 48 Guide to Implementing the Next Generation Science Standards
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From page 49... ...
It is critical that district leaders ensure that their professional development opportunities are structured to make effective use of teacher time and meet the teachers' needs. In general, this approach will require offering a menu of options and giving teachers some choices about how best to meet their professional development needs.
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