Transcript Document
Science Teacher Leader Network January 27, 2015 Revisiting: Networks Vision and Mission VISION: Each school and district in KY has a knowledgeable and cohesive leadership team that guides the professional learning and practice of all administrators, teachers and staff so that every student experiences highly effective teaching, learning, and assessment practices based on rigorous, college and career ready standards in every classroom, every day. MISSION: Build the capacity of each district leadership team (teacher, school, and district leaders that participate in the Leadership Networks) to effectively implement new standards within the context of highly effective teaching, learning (learning for adults AND students), and assessment practices. Kentucky’s Leadership Networks Establish a schedule for regular meetings to check in after the Network meetings, Plan, including the development of a plan, to build capacity in your district, Monitor progress of the work, Adjust strategies that are in the schools’ improvement plans, or add those strategies, Set priorities for what is to come first and what structures are in place to carry out the plan. Guide to Implementing the Next Generation Science Standards Recommendations Instruction The Framework and NGSS offer a vision of science classrooms where students learn the core ideas and crosscutting concepts of science through engagement in the practices of science and engineering. The nature of instruction required to effectively support the new standards will require changes in many classrooms. 1. Communicate and support a vision of instruction that is consistent with A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas and Next Generation Science Standards. 2. Support teachers in making incremental and continuing changes to improve instruction. 3. Develop a classroom culture that supports the new vision of science education. 4. Make assessment part of instruction. Teacher and Leader Learning In many classrooms, instruction will need to change substantially in order to support the NGSS. In order to understand and support instruction that meets the performance expectations of NGSS—which integrate scientific and engineering practices, crosscutting concepts and disciplinary core ideas—both administrators and teachers will need ongoing professional learning opportunities. Teachers will need time and support to so transform their instruction. 5.Begin with leadership. 6. Develop comprehensive, multiyear plans to support teachers’ and administrators’ learning. 7. Base design of professional development on the best available evidence. 8.Leverage networks and partners. Curriculum Materials Full sequences of curriculum materials developed explicitly for the NGSS have not yet been developed. Until they are available, there are research-based units and materials that support engagement of students in science and engineering practices that can be adapted. In addition, curriculum units currently in use can be revised to be consistent with the NGSS. Teachers will need such materials to support changes in instruction. Individual classroom teachers cannot be expected to develop their own curricula. 9.Do not rush to completely replace all curriculum materials. 10.Decide on course scope and sequencing. 11. Be critical consumers of new curriculum materials. 12.Attend to coherence in the curriculum. Assessment Past assessments of science have chiefly focused on knowledge of facts and procedures, and hence are not well suited to the performance expectations of the NGSS. A variety of different assessment and monitoring tools will be needed to serve the different needs of state- and district-level accountability, as well as the needs of classroom-level formative assessment to inform learning and instruction and grading of individual students. All of these will need to be considered in the context of the performance expectations of the NGSS, which integrate scientific and engineering practices, disciplinary core ideas, and crosscutting concepts. 13. Create a new system of science assessment and monitoring. 14. Help teachers develop appropriate formative assessment strategies. Collaboration, Networks, and Partnerships Most states and districts will be facing the same challenges of implementation, and some of the needed expertise resides outside of school systems. Finding, forming, and participating in effective collaborations, networks, and partnerships can facilitate and support NGSS implementation. The needs at each level of the system (state, district, and school) vary and will require different partnerships and networks. Leaders will need to reach across the traditional boundaries of schools, districts, and states to share information and expertise and identify potential partners, such as informal education institutions, community organizations, and businesses. 15. Create opportunities for collaboration. 16. Identify, participate in, and build networks. 17. Cultivate partnerships. Policy and Communication Policies at the state and district level and in higher education have complex, interconnected, and often unintended effects. It is important to consider how various policies may affect decisions and opportunities related to implementing the NGSS. Communication and discussion within the education system as well as with external stakeholders at every level is needed to ensure that the goals of the NGSS are understood. 18. Ensure existing state and local policies are consistent with the goals for implementing the Next Generation Science Standards. 19. Create realistic timelines and monitor progress. 20. Use A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas and Next Generation Science Standards to drive teacher preparation. 21. Communicate with local stakeholders. Today’s Targets Reach consensus on the intent of KCAS – Science By exploring the necessity of scientific argument in the K-12 classroom. By working with peers. Develop a deeper understanding of and Plan to implement strategies of formative assessment. Analyze an assessment task to determine if it will provide an opportunity for students to produce defensible evidence of intended learning. Build capacity in myself as a teacher leader and in others in my school and district. Where Am I? Where Am I Going? TARGET Reach consensus on the intent of KCAS – Science *By exploring the necessity of scientific argument in the K-12 classroom. *By working with peers. Develop a deeper understanding of and Plan to implement strategies of formative assessment. Analyze an assessment task to determine if it will provide an opportunity for students to produce defensible evidence of intended learning. Build capacity in myself as a teacher leader and in others in my school and district. 8:45 am Got It Getting there After Session Not yet 2:45 pm INQUIRY What is INQUIRY? Commit and Toss 1. Individually, reflect then write what INQUIRY means to you 2. Wad up your paper and ‘throw’ in middle of your table 3. Everyone at table gets a paper and takes turns reading out loud 4. After everyone has read a response, create a common statement about INQUIRY Commit & Toss BREAK Session 1 begins at 9:30