Taking Stock of Science Standards Implementation Proceedings of a Virtual Summit (2022) / Chapter Skim
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3 The Landscape of Implementation
3 The Landscape of Implementation
Pages 15-22
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From page 15... ...
There were four panelists: • Stefanie Marshall: assistant professor at University of Minnesota; focuses on the intersection of policy, organizational leadership, and science education • Bill Penuel: professor of learning sciences and human development at University of Colorado, Boulder; focuses on how long-term research-practice partnerships can create more equitable and coher ent systems at the state and district level • Jenny Sarna: director of NextGenScience at WestEd; former science teacher • Jim Spillane: professor of learning and organizational change at Northwestern University; focuses on understanding efforts to sup port elementary science teaching that is aligned with the NGSS 15
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From page 16... ...
COMMUNITY What is bringing together the community in ways that allow us to move forward with the vision for equitable science education, and what is challenging or constraining these efforts? "What is bringing people together around science education is a recognition that by not doing science we're harming people," said Marshall.
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From page 17... ...
Spillane shared details from his research on what rationales state science coordinators use to convince schools to teach science. Some use rationales that are instrumental, for example, that teaching science will help kids with language arts and math.
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From page 18... ...
A Summit participant asked for panelists to comment on how access to these types of partnerships can be improved for schools such as those that are geographically isolated or difficult-to-staff schools that serve historically marginalized students. Penuel gave an example of improving access for rural schools; he said that Colorado is developing supports for an online professional learning course for teachers in rural areas that focuses on fivedimensional science assessment.
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From page 19... ...
In addition, many principals have limited experience in science, either in their education or professional development experiences. In language arts and math instruction, principals are forced to make decisions due to pressure from national, state, and local policies.
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From page 20... ...
Penuel followed up on this, saying that science education scholars need to do the work of "infrastructuring" -- that is, redesigning the infrastructure to align with the vision of science education. For example, ACESSE works to develop rubrics for student learning assessment, to coordinate with observation protocols that are used to evaluate teachers, and to build assessments that align with the vision.
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From page 21... ...
A Summit participant asked panelists to comment on how this common vision can be established both horizontally and vertically within a school system. Spillane said that it is "impossible" to build the infrastructure necessary to support elementary science education unless there is a shared understanding among the key partners.
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