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Taking Stock of Science Standards Implementation: Planning for Progress: Proceedings of a Workshop - in Brief
Pages 1-11

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From page 1...
... .2 uary through April 2022; topics included a deeper dive As states continue their implementation efforts of state into the landscape of implementation and the impact of standards, there is a need for a reflection on these efforts COVID,4 a focus on implementation in rural settings,5 a looking at curriculum, instruction, assessment, profes- deeper look at informal contexts,6 further exploration sional learning, and policy. To identify the conditions and of 3-dimensional instructional shifts,7 and concluded develop a road map for moving implementation efforts with an emphasis on teacher preparation pathways.8 This forward, the National Academies of Sciences, Engineer- culminating event in the series, a hybrid summit on April ing, and Medicine (National Academies)
From page 2...
... said that "things have changed a lot." Early in her teaching career, science education GREATEST HITS: THEMES ELEVATED THROUGHOUT THE SERIES was focused on "memorizing facts and following steps." To inform the rest of the summit, this session featured Now, she said, her curriculum is based around what the a panel of planning committee members that reflected students are interested in. Students are learning the skills upon the previous events throughout the series to identhey need to evaluate claims, to work together in groups, tify a few of the major themes from the previous workand to argue respectfully.
From page 3...
... This science knowledge to be change agents and to empower includes funding and building the infrastructure for their communities in the ways they see fit. It would be implementation, she said; for example, providing sus- common practice to use an asset-based lens that levertained professional learning opportunities and supporting ages the strengths and resources of all learners, teachers, preservice teacher training as well as providing funding and communities.
From page 4...
... period. Participants broke into groups and discussed the state of implementation in five areas: leadership systems, • It is common practice that students learn science teacher workforce, district and state policy, partnerships through connections to their cultures and and alliances, and curriculum and instruction.
From page 5...
... , administrators may not prioritize science, she said, but between the urgency of making change for educators to they may be convinced by the growing body of research effectively implement science standards and the need showing that science levels the playing field for students for long-term planning. Professional learning happens 9 Critical consciousness in the context of science and engineering learning in incremental steps, and educators begin their learning "calls attention to how learning involves an awareness of understanding how inequality happens in society, including its structural roots, and journey at different points -- there is a need to balance the agency to engage in action toward social transformation" (Xu et al., the technical approach to implementation with the real- 2022)
From page 6...
... Relevant actors in this area include district and regional service providers, who Pitch can use a teacher continuum/progression model to plan and monitor progress across the workforce and can use Uplift the stories of innovative work to "ignite instructional materials as a basis for improvement efforts. the spark" and reinvigorate the teaching State and national players, said Burke, can identify, create, workforce; develop an open-source course that and share resources and materials to support improve- facilitates partnerships with communities and ments that are affordable for local use and accessible to all leverages local phenomenon; and develop funding (e.g., open source)
From page 7...
... be elevated nationally, audit non-participat• Lack of quality professional learning opportunities ing states, and provide assistance with data and and high-quality instructional materials. evaluation.
From page 8...
... To meet these of science learning. Finally, said Rouland, there is a need goals, the group discussed several potential approaches: to make professional learning opportunities available for • Develop tools for building partnerships and networks all teachers and administrators.
From page 9...
... • Protect or add science time for all students in all grades. CLOSING REMARKS • Develop professional learning that focuses on Reflections on the day began with comments from actualizing the vision of the Framework in ways that members of the planning committee and then moved to are relevant to local classroom contexts, including hearing from audience members.
From page 10...
... Ravit continue these conversations in their own communities, Golan Duncan (Rutgers University, planning committee and to amplify the stories and the successes that were member) emphasized the need to seek justice in science highlighted over the course of the summit.
From page 11...
... , Science Content Specialist, Colorado Department of Education; ANEESHA BADRINARAYAN, Learning Policy Institute; JAMES BLAKE, Director of Strategic Initiatives and Focus Programs, Lincoln Public Schools, Nebraska; RAVIT GOLAN DUNCAN, Rutgers University; JESSICA HENDERSONROCKETTE, Instruction Partners; VICTOR SAMPSON, University of Texas at Austin; SAM SHAW, EdReports.org; and TRICIA SHELTON, National Science Teaching Association. SPONSORS This workshop was supported by contracts between the National Academy of Sciences and the Bill & Melinda Gates Foundation (INV-005658)


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