Building Capacity Among State Science Education Leaders Understanding and Using the NRC Framework

1. Building Capacity Among State Science Education LeadersUnderstanding and Using the NRC Framework September 30 and October 1Nashville, TennesseeSponsored by Merck Institute for Science Education and Council of State Science Supervisors Presented by Council of State Science Supervisors and Tidemark Institute

2. Objectives • Investigate The National Research Council’s (NRC) Framework on Science Education • Understand the Three Key Dimensions of the NRC Framework – Science and Engineering Practices, Crosscutting Concepts, Core Ideasaka – Practices, Concepts, Ideas • Develop plans for statewide capacity building • Identify tools and resources to support implementing the vision for science education described in the Framework • Gather and synthesize states’ needs with n regard to changing the vision for science education

3. Overview and Discussion A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas Relationship of the Framework and Next Generation Science Standards Planning and Preparing for Implementing the Vision for Science Education Described in the Framework Brett Moulding Effective Science Teaching and Learning

4. Overview • A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas • Next Generation Science Education Standards • Describing the Process

5. The Framework has a New Vision of Science Learning that Leads to a New Vision of Teaching

6. Vision for Science Education • Building on existing science education

7. Framework Goals and Purpose • Framework Purpose • Clarity in the Vision of Science Education • Inform Standards Development • Cohesive Vision of Science Education • Goals of the Framework • Goals for Science Education

8. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas • So, what’s with the name? The importance of the dimensions • What is the purpose of the Framework? • The document represents the first step in a process for creating a new vision for science education and new standards in K-12 science education. This project capitalizes on a unique opportunity that exists at this moment—a large number of states are adopting common standards in mathematics and English/Language Arts and appear to be poised to consider adoption of common standards in K-12 science education. Framework – Forward viii

9. Framework Goals and Purpose • Framework Purpose • Goals of the Framework • Cohesive Vision of Science Education • Practices, Concepts, and Core Ideas • Goals for Science Education

10. Framework Goals • The Framework is motivated in part by a growing national consensus around the need for greater coherence—that is, a sense of unity—in K-12 science education. • Develop students’ understanding of the practices of science and engineering, which is as important to understanding science as is knowledge of its content. • The Framework endeavors to move science education toward a more coherent vision in three ways: First – It is built on the notion of learning as a developmental progression. Second – The expectation is that students engage in scientific investigations and argumentation to achieve deeper understanding of core science ideas. Third – The Framework emphasizes that learning science and engineering involves integration of the knowledge of scientific explanations (i.e., content knowledge) and the practices needed to engage in scientific inquiry and engineering design. Thus, the Framework seeks to illustrate how knowledge and practice must be intertwined in designing learning experiences in K-12 science education. Framework 1-3

11. Framework Goals and Purpose • Framework Purpose • Goals of the Framework • Goals for Science Education

12. Goals for Science Education The Framework’s vision takes into account two major goals for K-12 science education: • Educating all students in science and engineering. • Providing the foundational knowledge for those who will become the scientists, engineers, technologists, and technicians of the future. The Framework principally concerns itself with the first task—what all students should know in preparation for their individual lives and for their roles as citizens in this technology-rich and scientifically complex world. Framework 1-2

13. Goals for Science Education Science Education All students will: • Understand science is not just a body of knowledge that reflects current understanding of the world; it is also a set of practices used to establish, extend, and refine that knowledge. Both elements—knowledge and practice—are essential. • Value and use science as a process of obtaining knowledge based upon observable evidence. CCSS Literacy All students will gain skills to: • Communicate effectively using science language and reasoning. • Use writing as a tool for learning. • Use writing as a tool to communicate ideas; write for a variety of purposes and audiences. CCSS Literacy Standards

14. From Framework to Standards

15. Tools for Implementing the Framework Synthesis October 1, 2011

16. Tools • Messages: • Conveys vision of the Framework • Specific to the audience • Coherent, consistent and meaningful • Uses appropriate language

17. Tools • Letter to support development of the Implementation Teams • One page vision messages (customized for each audience) • Contains rationale for the Framework • Focus on the vision for science education and describes the goals • Emphasizes the research to support the Framework • Describes the process that led to the Framework and to the Standards • Explains the merging of the three dimensions • Provides a clear rationale for why science is important for all students • PowerPoints for Awareness • 30 minute version for briefings • 2 hr version for meetings • Professional development tools one for teachers, one for leadership groups • 2 day professional development PPT • Activities to engage participants in understanding the framework dimensions • Videos of what it looks like in the classroom • Web Site • Public service announcements/messages

18. Tools – One Page Messages Audiences • Higher Education • Professional developers • Educators – Teachers and principals • Policy makers • School board members • Scientists, engineers • Legislators • State education agency administrators • District Leadership • Administrators • Business/industry • Informal educators • Students • Parents and public • Nonprofits, foundations (funders?)

19. Documents Attributes of Tools One Pagers • Describes the purpose and authority of the Framework • Describes the vision for science education in the Framework • Conceptual straightforward, clear language • Educators – Teachers and principals • Policy makers • School board members • Legislators • State education agency administrators • District Leadership • Principals (supporting quality science instruction) • Parents and public

20. Timelines BCSSE Implementations Teams Phase I Sept 30 - Oct 1, 2011 BCSSE Framework – Nashville Feb 24 – 25, 2012BCSSE Framework – Raleigh March 26, 27, 28 CSSS Annual Meeting – Indianapolis Phase II Sept 28, 29, 2012 BCSSE Framework and Standards ………………….. BCSSE Winter Meeting Phase III Spring CSSS Annual Meeting – San Antonio Spring 2013 BCSSE Regional Meetings NGSS Development Process Lead States Announcement - Sept 2011 First Draft State Review Public Release Second Draft State Review Public Release Release of Standards – Late Fall 2012 Iterative Process

21. Process • Understand the Framework deeply • Develop statewide leadership that understands the vision of the Framework

22. Tools and Resources to Share the Vision of the Framework with Stakeholders • A conversation • A work session

23. Tools and Resources to Share the Vision of the Framework with Stakeholders • What are the most important messages about the Framework for your state? • What are the most useful tools BCSSE can help you develop? • Meaningful communication plans & the tools to implement those plans– what is needed? • Table Work

24. Developing Tools and Resources for Communicating the Messages of the Framework • The message in the Framework is a coherent vision for science teaching and learning • Understanding this message is powerful and meaningful to change science education • Building this message is an important step in the process of implementing new standards • The messages must be consistent with the Framework to move the endeavor forward

25. Building Capacity for State Science Education • The relationship between the CSSS BCSSE and Achieve is symbiotic.  • Achieve’s work with states is a testing ground for the writing of standards and models that can be used by CSSS to go to scale.  • Achieve will not be developing tools, but rather working with adoption and implementation planning. • The CSSS BCSSE effort is about the tools to support adoption, support implementation, and support State Science Supervisors. • The first and critical step is for: • CSSS BCSSE to support states with tools for state leaders and key stakeholders to fully and deeply understand the vision described in the Framework • Achieve and states to develop quality science education standards • The second step is for: • CSSS BCSSE to provide the tools for meaningful implementation of NGSS • Achieve to help states develop plans for meaningful implementation of the NGSS • Who is BCSSE? You are BCSSE!

26. Working Groups • Facilitator – Identified and has additional instructions • Recorder – Build drafts of tools on laptops • Reporter – Develop one page synthesis (on chart paper) from the discussion • If you need the Framework • http://www.nap.edu • http://www.nap.edu/catalog.php?record_id=13165

27. Working Groups Part I – Working Groups – 20 - 30 minutes • Develop a list of products and tools that would be useful in your states • Identify the messages for each • Identify the audiences for each message • Identify the attributes of the product (tool) Part II – Working Groups – 20 to 30 minutes • Using the Framework, begin constructing an outline or story board of one or two of the tools you have identified • When it makes sense, you may subdivide your table to explore more products Part III – Large Group – 15 minutes • Discussion of the attributes of the tools • Discussion of the priorities for the tools • Discussion of the process for development and sharing

28. Day Two Session 8:00 – 8:45 AM • Reflection, review, and clarification of Day 1 • Ideas and concepts to carry forward from Day 1 • Overview and goals for Day 2 • Plan of action for Day 2

29. Building Capacity • Yesterday – Investigating the Framework • Understanding the purpose, dimensions, and vision • Developing tools to build capacity around the Framework’s vision for science education • Today – Planning to organize and build knowledge for the leadership to use the Framework and plan tools to build greater capacity for science education around the Framework in states • The vision • The message • The leaders

30. Reflecting on Day 1 • What are the useful ideas from yesterday? • What ideas were new? • How can the Framework improve science education in your state?

31. Planning State Implementation Teams • State Implementation Teams: Nature of the work back in states • Develop outlines for state-based work plans • Prioritize the tools and resources discussed yesterday • Who should be on your state-based Framework and Standards team? • What is needed to support you in developing your teams for the North Carolina meeting? • What is needed to build the statewide team back in your state?

32. A VISION FOR K-12 EDUCATION IN THE NATURAL SCIENCES AND ENGINEERING The Framework is designed to help realize a vision for education in the sciences and engineering in which students, over multiple years of school, actively engage in science and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields. The learning experiences provided for students should engage them with fundamental questions about the world and with how scientists have investigated and found answers to those questions. Throughout the K-12 grades, students should have the opportunity to carry out scientific investigations and engineering design projects related to the disciplinary core ideas. By the end of the 12th grade, students should have gained sufficient knowledge of the practices, crosscutting concepts, and core ideas of science and engineering to engage in public discussions on science-related issues, to be critical consumers of scientific information related to their everyday lives, and to continue to learn about science throughout their lives. They should come to appreciate that science and the current scientific understanding of the world are the result of many hundreds of years of creative human endeavor. It is especially important to note that the above goals are for all students, not just those who pursue careers in science, engineering, or technology or those who continue on to higher education. Framework 1-2

33. Formulating Plans to Support Movement Toward the Framework Vision During the next hour we will work in teams to think through • Steps in developing a plan • Important attributes of a plan that holds potential for success • Components of the plan such as: • Audiences and Stakeholders • Leadership Development • Professional Development • Instructional Resources • Policy Changes • Etc. • Timelines for Action • Agonists, protagonists, antagonists, proponents and catalysts • Envision the changes in your state and share the vision

34. Formulating Plans to Support Movement Toward the Framework Vision During the next hour we will be working teams • Each table has a facilitator • Identify a recorder to capture ideas • Identify a reporter (use chart paper or PPT Slide) • Do not be limited to the ideas on the handout • Represent your ideas and planning for the process • Consider some of the ideas from the panel • Be prepared for a full group discussion and reporting out at 1:30 pm

35. Materials for Session • Materials • Projector • Handouts • People who might be able to facilitate • Irene Pickhardt Yes • Linda Lacy Yes • Peter McLaren YES • Cheryl Kleckner Out of office • Lacy Wieser YES • Jennifer Hicks Yes • Jake Foster Yes • Sean Akins Yes