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MSP News: Preparing Teachers for NGSS

September 7, 2017


NEWS IN BRIEF


New MSP Paper
1. "SCIIENCE: The Creation and Pilot Implementation of an NGSS-based Instrument to Evaluate Early Childhood Science Teaching," Joan N. Kaderavek, Tamala North, Regina Rotshtein, Hoangha Dao, Nicholas Liber, Geoff Milewski, Scott C. Molitor, Charlene M. Czerniak, NURTURES MSP, Studies in Educational Evaluation, 2015.

New in Library
1. "Teacher Perceptions of Their Curricular and Pedagogical Shifts: Outcomes of a Project-Based Model of Teacher Professional Development in the Next Generation Science Standards," David J. Shernoff, Suparna Sinha, Denise M. Bressler, Dawna Schultz, Frontiers in Psychology, June 2017.
2. "The Three-Story Challenge: Implications of the Next Generation Science Standards for Teacher Preparation," Mark A. Windschitl, David Stroupe, Journal of Teacher Education, April 2017.
3. "Designing for the Next Generation Science Standards: Educative Curriculum Materials and Measures of Teacher Knowledge," Jo Ellen Roseman, Cari F. Herrmann-Abell, Mary Koppal, Journal of Science Teacher Education, February 2017.

2017 STEM for All Video Showcase
1. Video: "Cultivating Whole School Implementation of the Next Generation Science Standards," Rachel Shefner, Stacy Wenzel, May 2017.

Announcements
1. Upcoming NSF Day: September 12, 2017
Throughout the year, NSF partners with academic institutions in diverse locations throughout the United States to hold day-long workshops that provide background on the foundation, its mission, priorities, and budget. The next scheduled NSF Day will be held September 12, 2017 at University of St. Joseph, West Hartford, CT. Registration ends 5:00 p.m. on Thursday, Sept. 7, 2017.

2. National Science Foundation (NSF) Grants Conference: November 13-14, 2017
Semi-annual NSF Grants Conferences are essential learning opportunities for new faculty, researchers and administrators who want to gain key insights into a wide range of current issues at NSF. NSF program officers representing each NSF directorate will be on hand to provide up-to-date information about specific funding opportunities and to answer attendee questions. The next event will take place November 13-14, 2017 in Phoenix, Arizona. Registration opens on Thursday, Sept. 7, 2017.


DETAILS BELOW


New MSP Paper
1. "SCIIENCE: The Creation and Pilot Implementation of an NGSS-based Instrument to Evaluate Early Childhood Science Teaching," Joan N. Kaderavek, Tamala North, Regina Rotshtein, Hoangha Dao, Nicholas Liber, Geoff Milewski, Scott C. Molitor, Charlene M. Czerniak, NURTURES MSP, Studies in Educational Evaluation, 2015.

This paper describes the development, testing and implementation of the Systematic Characterization of Inquiry Instruction in Early LearNing Classroom Environments (SCIIENCE). The SCIIENCE instrument was designed to capture best practices outlined in the National Research Council's Framework for K-12 Science Education as they occur within a science lesson. The goals of the SCIIENCE instrument are to (a) assess the quality of science instruction in PK-3 classrooms, (b) capture teacher behaviors and instructional practices that engage students in the lesson, promote scientific studies, encourage higher-level thinking, and (c) provide a feedback mechanism for guiding professional development of PK-3 teachers. Science educators can apply this instrument to teacher behaviors and use the data to improve classroom inquiry instructional methodology.

MSPnet Location: Library >> MSP Papers
http://hub.mspnet.org/index.cfm/31941


New in Library
1. "Teacher Perceptions of Their Curricular and Pedagogical Shifts: Outcomes of a Project-Based Model of Teacher Professional Development in the Next Generation Science Standards," David J. Shernoff, Suparna Sinha, Denise M. Bressler, Dawna Schultz, Frontiers in Psychology, June 2017.

"In this study, we conducted a model of teacher professional development (PD) on the alignment of middle and high school curricula and instruction to the Next Generation Science Standards (NGSSs), and evaluated the impact of the PD on teacher participants' development. The PD model included a 4-day summer academy emphasizing project-based learning (PBL) in the designing of NGSS-aligned curricula and instruction, as well as monthly follow-up Professional Learning Community meetings throughout the year providing numerous opportunities for teachers to develop and implement lesson plans, share results of lesson writing and implementation (successes and challenges), provide mutual feedback, and refine curricula and assessments. Following the summer academy, six female teachers were interviewed about their current conceptualizations of NGSS, the extent of curricular shifts made that are required by NGSS, their self-perceptions regarding their level of accomplishment in curriculum writing, and the benefits of the PD in reaching their goals related to NGSS. Interviews were supplemented with an analysis of lesson plans written while participating in the PD program. The interviewed teachers suggested that they had made important conceptual and pedagogical shifts required by NGSS as they participated in the PD, and also noted a variety of challenges as they made this shift. While all teachers were relative novices at NGSS curriculum writing before the PD, most of the teachers interviewed felt that they had achieved the status of an "accomplished novice" following the summer academy. An analysis of their written lessons suggested a great range in the extent to which teachers effectively applied their understanding of NGSS to write lessons aligned to NGSS. Interviewed teachers believed that the PD model was helpful to their development as science teachers, and all reported that there were no aspects of the PD that were not helpful. Even though most teachers obtained a basic understanding and conceptualization of NGSS and PBL, their application of this understanding in their curriculum writing varied. The present study may help to inform future efforts to support teachers to align curricula and instruction to NGSS through teacher PD."

MSPnet Location: Library >> Ed Change & Policy
http://hub.mspnet.org/index.cfm/33144


2. "The Three-Story Challenge: Implications of the Next Generation Science Standards for Teacher Preparation," Mark A. Windschitl, David Stroupe, Journal of Teacher Education, April 2017.

"The foundational document of the current science standards movement--the Framework for K-12 Science Education--is grounded in research about how students from diverse backgrounds learn science and the conditions under which they can participate in knowledge-building activities of the discipline. We argue that teacher educators should use powerful principles for instruction, derived from the research referenced in the Framework, to inform the design of courses and other preparatory experiences for novices. This implementation strategy contrasts with an alignment approach, in which novices would be asked to familiarize themselves with the Next Generation Science Standards (NGSS), integrate student performance expectations into lesson plans, and teach activities similar to those described in the NGSS. We describe the more principled approach as a "three-story challenge" in which students, teachers, and teacher educators have responsibilities to learn and to take up new roles in the educational system that are fundamentally different from the status quo."

MSPnet Location: Library >> Ed Change & Policy
http://hub.mspnet.org/index.cfm/33145


3. "Designing for the Next Generation Science Standards: Educative Curriculum Materials and Measures of Teacher Knowledge," Jo Ellen Roseman, Cari F. Herrmann-Abell, Mary Koppal, Journal of Science Teacher Education, February 2017.

"Focusing on the science knowledge and pedagogical content knowledge that teachers need to realize the vision of the Next Generation Science Standards (NGSS) in their classrooms, this article presents findings from efforts to (a) adapt existing criteria and design heuristics for educative features of curriculum materials and apply them in the development of materials to support NGSS and (b) develop an authentic measure of teachers' knowledge and practice based on an analysis of teachers' evaluations of their students' written explanations of phenomena. The study demonstrates that existing criteria and heuristics for designing educative features of curriculum materials can be used productively, with minor modifications, to design features that support teachers in their use of materials that support NGSS. It also provides quantitative and qualitative data to show that teachers' analyses of the explanation task produced useful information about their understanding of the science ideas targeted in the assessment; of the misconceptions their students held; and of their students' ability to reason from evidence, science ideas, and models in explaining phenomena. This study builds on and contributes to a body of work on the design and use of educative curriculum materials and the evaluation of teacher knowledge. It suggests a practical approach to the design of NGSS-aligned curriculum materials that support both student and teacher learning based on findings from analysis and empirical studies."

MSPnet Location: Library >> Ed Change & Policy
http://hub.mspnet.org/index.cfm/33143


2017 STEM for All Video Showcase
1. Video: "Cultivating Whole School Implementation of the Next Generation Science Standards," Rachel Shefner, Stacy Wenzel, May 2017.

"In order to achieve the vision of the Framework for K12 Science Education and the Next Generation Science Standards (NGSS), science instruction must be supported every day, all year and in all grades. Our project seeks to understand what kinds of supports are needed to help science teachers act as leaders in their buildings in order to promote sustainable science instruction aligned with NGSS, in the context of a large urban district. The Supporting Middle Grades Science Professional Development in CPS: Content, Curriculum, Coaching and Using Data Project (CCCUD Project) aims to strengthen systems of continuous improvement for building whole-school capacity to implement science instruction aligned with the NGSS. The systems include support for K-8 science teachers’ in-school and cross-school collaboration through coaching and professional learning community (PLC) sessions where tools and strategies for teacher-teacher and teacher-administrator collaboration are shared. PLCs focus on teacher leadership and formative assessment in science. In PLCs, teachers formatively assess student work utilizing the Claims Evidence and Reasoning framework and attempt to reach consensus on individual students’ understanding of the content as well as a common understanding of what NGSS-aligned student work looks like. Participants show growth in student engagement in the NGSS Science and Engineering Practices, teacher leadership characteristics and behaviors, and use of formative assessment strategies over time in the project."


Announcements
1. Upcoming NSF Day - September 12, 2017

Throughout the year, NSF partners with academic institutions in diverse locations throughout the United States to hold NSF Days. The next scheduled NSF Day will be held September 12, 2017 at University of St. Joseph, West Hartford, CT. Registration ends 5:00 p.m. on Thursday, Sept. 7, 2017.

NSF Days provide insight and instruction on how to compete for NSF funding for science, engineering and education research. These day-long workshops provide background on the foundation, its mission, priorities, and budget. Program managers and staff give an overview on proposal writing, programs that fall within and across NSF's seven scientific and engineering directorates; and NSF's merit review process, considered the gold standard worldwide for how funding decisions are made. NSF representatives are on hand all day to answer questions and to host discipline-specific breakout sessions to personally engage in discussions with attendees.

For more information, visit the NSF Days homepage: https://www.nsf.gov/about/congress/nsfdays/index.jsp



2. National Science Foundation (NSF) Grants Conference - November 13-14, 2017

Registration for the Fall 2017 National Science Foundation (NSF) Grants Conference will open tomorrow, September 7th at 12 PM EST on the conference website.

The event will take place November 13-14, 2017 in Phoenix, Arizona at the Renaissance Phoenix Downtown Hotel. The registration fee will be $375. Breakfast, lunch and refreshments will be provided to all participants.

Semi-annual NSF Grants Conferences are essential learning opportunities for new faculty, researchers and administrators who want to gain key insights into a wide range of current issues at NSF. NSF program officers representing each NSF directorate will be on hand to provide up-to-date information about specific funding opportunities and to answer attendee questions.

For more information: https://nsfgrantsconferences.com/fall-17-conf/