(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).
- 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.
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 email@example.com. 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 firstname.lastname@example.org. She was invited to contribute to CCS by CSTA member Valerie Joyner.
Posted: Saturday, January 14th, 2017
The Council of Math/Science Educators of San Mateo County will be hosting the 41st annual STEM Conference this February 4, 2017 at the San Mateo County Office of Education. This STEM Conference is the place to get lots of new lessons and ideas to use in your classroom. There will be over twenty-five workshops and a variety of exhibitors that provide participants with a wide range of practical and realistic ideas and resources to use in their science, technology, engineering and math (STEM) programs from Pre-K to grade 12. With California’s adoption of the Common Core State Standards and the Next Generation Science Standards, we are dedicated to ensuring that we prepare our teachers to take on these educational policies.
Teachers, administrators, and parents are invited to explore the many exciting aspects of STEM education and learn about and discuss the latest news, information, and issues. This is also an opportunity to network with colleagues who can assist you in building your programs and meet new friends that share your interests and love of teaching. Register online today!
Posted: Friday, January 13th, 2017
Achieve has launched and is facilitating an EQuIP Peer Review Panel for Science–a group of expert reviewers who will evaluate the quality and alignment of lessons and units to the standards–in an effort to identify and shine a spotlight on emerging high-quality lesson and unit plans designed for the NGSS.
If you or your state, district, school, or organization has designed NGSS-aligned instructional materials, please consider submitting these in order to help provide educators across the country with various models and templates of high-quality lesson and unit plans. Learn More…
Posted: Friday, January 13th, 2017
An upcoming Perry Outreach Program on Saturday, April 22, 2017 at the Orthopaedic Institute for Children in Los Angeles, CA. The Perry Outreach Program is a free, one-day, hands-on experience for high school and college-aged women who are interested in pursuing careers in medicine and engineering. Students will hear from women leaders in these fields and try it for themselves by performing mock orthopaedic surgeries and biomechanics experiments. Learn More…
Posted: Friday, January 13th, 2017
by Jessica Sawko
January 2017 has proven to be a very busy month for science education policy and CA NGSS implementation activities. CSTA has been and will be there every step of the way, seeking and enacting all options to support high-quality science education and the successful implementation of CA NGSS.
California Department of Education/U.S. Department of Education Science Double-Testing Waiver Hearing
The year started with California Department of Education’s (CDE) hearing with the U.S. Department of Education conducted via WebEx on January 6, 2017. This hearing was the final step in California’s efforts to secure a waiver from the federal government in order to discontinue administration of the old CST and suspension of the reporting of student test scores on a science assessment for two years. As reported by EdSource, the U.S. Department of Education representative, Ann Whalen, a senior adviser to U.S. Secretary John King Jr., committed to making her final ruling “very shortly.” Deputy Superintendent Keric Ashley presented on behalf of CDE during the hearing and did an excellent job describing the broad-based support for this waiver in California, the rationale for the waiver, and California’s commitment to the successful implementation of a new high-quality science assessment. As previously reported, California is moving forward with its plans to administer a census pilot assessments this spring. The testing window is set to open on March 20, 2017. For more information visit New CA Science Test: What You Should Know.
Posted: Friday, January 13th, 2017
by Jessica Sawko
The early-bird registration rates for the 65th NSTA National Conference on Science Education in Los Angeles is just days away (ends Feb. 3). And as the early-registration deadline approaches excitement is building for what is anticipated to be the largest gathering of science educators (both California and nationwide) – with attendance expected to reach 10,000 or more. If you have never had the pleasure of attending the NSTA National Conference, I recommend you visit their website with tips for newcomers that describe the various components of the event. A conference preview is also available for download. Learn More…