Guide to Implementing the Next Generation Science Standards (2015) / Chapter Skim
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Pages 1-8
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describe a new vision for science learning and teaching that is catalyzing improvements in science classrooms across the United States. Achieving this new vision will require time, resources, and ongoing com mitment from state, district, and school leaders, as well as classroom teachers.
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Regional and local science education leaders should establish and clearly communicate a vision of science instruction that is consistent with that of the two documents and ensure that their actions, policies, and resource allocations for science education -- for professional development, curriculum materials, time to learn, space, equipment, and consumable materials -- are aligned to supporting that vision. RECOMMENDATION 2 Support teachers in making incremental and con tinuing changes to improve instruction.
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In order to understand and support instruction that meets the performance expectations of the NGSS -- which integrate scientific and engineering practices, crosscutting concepts, and disciplinary core ideas -- both administrators and teach ers will need ongoing professional learning opportunities. Teachers will need time and support to transform their instruction.
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RECOMMENDATION 8 Leverage networks and partners. Science educa tion 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 technology centers -- to facilitate high-quality profes sional development.
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when high-quality materials become available and in keeping with their own curriculum adoption schedule. District leadership teams should use a clear set of measures and tools with which to judge whether curriculum materials are truly consistent with the goals of A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas and the NGSS.
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When possible, state science education leaders and those responsible for state assessment should consider developing partnerships, perhaps with other states, to facilitate the work of developing new science assessments. RECOMMENDATION 14 Help teachers develop appropriate formative assessment strategies.
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RECOMMENDATION 16 Identify, participate in, and build networks. Science education leaders should identify, participate in, and help build national, regional, or local networks that will enable communities of practitioners, policy makers, science experts, and education researchers to collaboratively solve problems and learn from others' implementation efforts.
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State, district, and school leaders should develop a comprehensive strategy for communicat ing with parents and community members about the Next Generation Science Standards and the changes that will take place to implement them, including a multiyear timeline, possible changes in students' assessment results, and how sci ence classrooms may be different. The communication strategy should include opportunities for public dialogues in which parents and others in the community can provide feedback and express concerns.
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