January/February 2018 – Vol. 31 No. 2

(In)formal Partnerships: Building District Capacity for Supporting the Convergence of the Next Generation Science Standards and the Common Core State Standards

Posted: Tuesday, January 7th, 2014

by Vanessa Lujan

This is a critical and historic time for education – nationally and regionally. California districts, schools, and teachers are in the midst of implementing the Common Core State Standards (CCSS), and with the recent state adoption of the Next Generation Science Standards (NGSS), these players find themselves at a critical juncture where they must have a clear understanding on how to connect the two initiatives and communicate this connection to their stakeholders that include district leaders, principals, teachers, students, parents, and community. With a framework for the relations and convergences CCSS to NGSS (see Stage, et al., 2013), educators and leaders have a clearer sense of these connections. One of the unique opportunities of the common standards movement is the ability for states to develop a guiding framework. At the same time, one of the unique challenges is the ability for districts to further tailor the implementation.

Many schools and districts call upon Informal Science Institutions’ (ISI) science education expertise (including professional and curriculum developers) to provide support for their educators and students. At this important time, many of these ISIs are well positioned for this role as it relates to the convergence of CCSS and NGSS as they have long histories of working with K-12 school-based science leaders and educators to provide programs and support for teachers, students, schools, and districts (CILS, 2005). In addition, many ISIs have not only taken part in the development and refinement of these standards, but have established programs and materials for students and teachers that are founded upon the very principles from which these standards documents were created.

In the San Francisco Bay Area, a coordinated effort called BaySci is being led by the Lawrence Hall of Science, Exploratorium, and Inverness Research, where Informal Science Institutions, districts, schools, and teachers work to systematically enhance the quantity and quality of science teaching and learning. BaySci is aimed at improving the likelihood that every student in the greater Bay Area will encounter high quality science within a national and state context surrounding the implementation and convergence of the Next Generation Science Standards (NGSS) and the Common Core State Standards (CCSS).

BaySci is:

  • A network of 8 partner school districts committed to improving elementary science education through the development and support for a district-wide science vision, distributed leadership, strategic and sustainable plans for science, and increasing the access to high-quality science teaching and learning across school districts.
  • A network of 78 individuals or “science champions” (teachers, administrators and other educators willing to champion science in their own settings) outside of BaySci partner districts supported through professional development summer leadership academies and academic year follow-up sessions.
  • A learning community for improving the capacity of ISIs to improve the support they provide to districts, schools, teachers, and students related to the convergence of Next Generation Science Standards (NGSS) and the Common Core State Standards (CCSS).

Despite the major improvement in the national policy environment supporting high quality science and STEM teaching and learning, science education experts expect that the Next Generation Science Standards will present even more of a challenge for our financially beleaguered school systems. Teachers will need more in depth conceptual knowledge of science and science pedagogy, as well as access to the time, space, and materials required to engage learners in the practices of science and engineering, math and literacy. BaySci provides what we call a “high quality improvement infrastructure” to districts at this critical time. BaySci provides districts with professional development, planning time, technical assistance, access to expertise, and opportunity for collaboration that are otherwise unavailable.

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Syntheses of research regarding the improvement of science education in districts suggest several common features feed into a successful model:

  • Districts and schools must have instructional leadership and infrastructure (PD, quality materials and materials management, supportive policies, parent support, etc.) focused on science, and science instruction must be an obvious and explicit priority.
  • Rigorous standards are needed to guide a coherent system of curriculum, instruction, assessment, teacher preparation, and professional development. Instructional materials, other classroom experiences and field trips should provide students opportunities to learn science by engaging in the practices of science that approximate what scientists actually do.
  • Teachers need a strong knowledge base of science, science learning and science teaching to help them to apply a range of effective instructional strategies in a variety of contexts.
  • Professional development is needed to help teachers to learn science content and pedagogy, and to provide on-the-job support for implementation and reflection.
  • Student assessment and program evaluation must align to standards and materials, be an integral part of ongoing instruction, and be used iteratively to inform instructional and programmatic decisions.
  • Districts and schools must align policies to support science education. External/community resources should be strategically prioritized to achieve district science goals.

Currently, it is rare to find educational settings where even some of these features exist concurrently. With CCSS and NGSS, BaySci deliberately engineers its work to allow for the development and improvement of multiple parts of the support infrastructure throughout a school district. BaySci districts, leaders, and teachers work towards achieving the new national vision for science education, and we have found that the work of BaySci to-date has been an important source of support and improvement towards the convergence of NGSS and CCSS for participating districts and teachers.

BaySci is also grounded in the expanding body of research that confirms the important role ISIs play in building the capacity of teachers and school systems by providing professional learning experiences focused on strengthening science teaching and learning. Many districts nationwide rely on university, informal education or industry partners to provide professional development as critical leverage to help build and nurture their internal capacity for integrating science with other subjects, and for making science universally accessible, and engaging and important to learners. BaySci believes that ISIs can purposefully and systemically provide the focused expertise and leadership needed to support the work that lies ahead regarding the convergence of the Next Generation Science Standards and Common Core State Standards.

For more information on BaySci or becoming involved, please contact Vanessa Lujan, Ph.D., Program Director at vlujan@berkeley.edu. You may also visit www.baysci.org for more information on our partners, program, science education-related news, and resources.

Vanessa Lujan is the Project Director at BaySci, at the Lawrence Hall of Science. You can reach her at vlujan@berkeley.edu. She was invited to contribute to CCS by CSTA member Valerie Joyner.

 

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

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California Science Test Academy for Educators

Posted: Thursday, February 15th, 2018

California Science Test Academy for Educators

To support implementation of the California Science Test (CAST), the California Department of Education is partnering with Educational Testing Service and WestEd to offer a one-day CAST Academy for local educational agency (LEA) science educators, to be presented at three locations in California from 8:30 a.m. to 3:30 p.m. As an alternative to traveling, LEA teams can participate virtually via WebEx on one of the dates listed below.

The dates and locations for the CAST Academy are as follows:

  • Monday, April 23, 2018—Sacramento
  • Wednesday, April 25, 2018—Fresno
  • Thursday, April 26, 2018—Irvine

The CAST Academy will help participants develop a deeper understanding of the assessment design and expectations of the CAST. The academy also will provide information and activities designed to assist educators in their implementation of the California Next Generation Science Standards and three-dimensional learning to help them gain an understanding of how these new science assessment item types can inform teaching and learning. The CAST Academy dates above are intended for school and district science instructional leaders, including teacher leaders, teacher trainers, and instructional coaches. Additional trainings will be offered at a later date specifically for county staff. In addition, curriculum, professional development, and assessment leaders would benefit from this training.

A $100 registration fee will be charged for each person attending the in-person training. Each virtual team participating via WebEx will be charged $100 for up to 10 participants through one access point. Each workshop will have the capacity to accommodate a maximum of 50 virtual teams. Each virtual team will need to designate a lead, who is responsible for organizing the group locally. Registration and payment must be completed online at http://www.cvent.com/d/6tqg8k.

For more information regarding the CAST Academy, please contact Elizabeth Dilke, Program Coordinator, Educational Testing Service, by phone at 916-403-2407 or by e‑mail at caasppworkshops@ets.org.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Accelerating into NGSS – A Statewide Rollout Series Now Accepting Registrations

Posted: Friday, January 19th, 2018

Are you feeling behind on the implementation of NGSS? Then Accelerating into NGSS – the Statewide Rollout event – is right for you!

WHO SHOULD ATTEND
If you have not experienced Phases 1-4 of the Statewide Rollout, or are feeling behind with the implementation of NGSS, the Accelerating Into NGSS Statewide Rollout will provide you with the greatest hits from Phases 1-4!

OVERVIEW
Accelerating Into NGSS Statewide Rollout is a two-day training geared toward grade K-12 academic coaches, administrators, curriculum leads, and teacher leaders. Check-in for the two-day rollout begins at 7:30 a.m., followed by a continental breakfast. Sessions run from 8:00 a.m. to 4:15 p.m. on Day One and from 8:00 a.m. to 3:30 p.m. on Day Two.

Cost of training is $250 per attendee. Fee includes all materials, continental breakfast, and lunch on both days. It is recommended that districts send teams of four to six, which include at least one administrator. Payment can be made by check or credit card. If paying by check, registration is NOT complete until payment has been received. All payments must be received prior to the Rollout location date you are attending. Paying by credit card secures your seat at time of registration. No purchase orders accepted. No participant cancellation refunds.

For questions or more information, please contact Amy Kennedy at akennedy@sjcoe.net or (209) 468-9027.

REGISTER

http://bit.ly/ACCELERATINGINTONGSS

DATES & LOCATIONS
MARCH 28-29, 2018
Host: San Mateo County Office of Education
Location: San Mateo County Office of Education, Redwood City

APRIL 10-11, 2018
Host: Orange County Office of Education
Location: Brandman University, Irvine

MAY 1-2, 2018
Host: Tulare County Office of Education
Location: Tulare County Office of Education, Visalia

MAY 3-4, 2018
Host: San Bernardino Superintendent of Schools
Location: West End Educational Service Center, Rancho Cucamonga

MAY 7-8, 2018
Host: Sacramento County Office of Education
Location: Sacramento County Office of Education Conference Center and David P. Meaney Education Center, Mather

JUNE 14-15, 2018
Host: Imperial County Office of Education
Location: Imperial Valley College, Imperial

Presented by the California Department of Education, California County Superintendents Educational Services Association/County Offices of Education, K-12 Alliance @WestEd, California Science Project, and the California Science Teachers Association.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

The Teaching and Learning Collaborative, Reflections from an Administrator

Posted: Friday, January 19th, 2018

by Kelly Patchen

My name is Mrs. Kelly Patchen, and I am proud to be an elementary assistant principal working in the Tracy Unified School District (TUSD) at Louis Bohn and McKinley Elementary Schools. Each of the schools I support are Title I K-5 schools with about 450 students, a diverse student population, a high percentage of English Language Learners, and students living in poverty. We’re also lucky to be part of the CA NGSS K-8 Early Implementation Initiative with the K-12 Alliance. Learn More…

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Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the California NGSS k-8 Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

2018 CSTA Conference Call for Proposals

Posted: Wednesday, January 17th, 2018

CSTA is pleased to announce that we are now accepting proposals for 90-minute workshops and three- and six-hour short courses for the 2018 California Science Education Conference. Workshops and short courses make up the bulk of the content and professional learning opportunities available at the conference. In recognition of their contribution, members who present a workshop or short course receive 50% off of their registration fees. Click for more information regarding proposals, or submit one today by following the links below.

Short Course Proposal

Workshop Proposal Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

CSTA’s New Administrator Facebook Group Page

Posted: Monday, January 15th, 2018

by Holly Steele

The California Science Teachers Association’s mission is to promote high-quality science education, and one of the best practice’s we use to fulfill that mission is through the use of our Facebook group pages. CSTA hosts several closed and moderated Facebook group pages for specific grade levels, (Elementary, Middle, and High School), pages for district coaches and science education faculty, and the official CSTA Facebook page. These pages serve as an online resource for teachers and coaches to exchange teaching methods, materials, staying update on science events in California and asking questions. CSTA is happy to announce the creation of a 6th group page called, California Administrators Supporting Science. Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.