Building Capacity for State Science Education

Building Capacity Among State Science Education Leaders
Understanding and Using the NRC Framework
September 30 and October 1
Nashville, Tennessee
Sponsored by Merck Institute for Science Education and
Council of State Science Supervisors
Presented by Council of State Science Supervisors and Tidemark Institute
1. Investigate The National Research Council’s (NRC)
Framework on Science Education
2. Understand the Three Key Dimensions of the NRC
Framework – Science and Engineering Practices,
Crosscutting Concepts, Core Ideas
aka – Practices, Concepts, Ideas
3. Develop plans for statewide capacity building
4. Identify tools and resources to support implementing the
vision for science education described in the Framework
5. Gather and synthesize states’ needs with n regard to
changing the vision for science education
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
• A Framework for K-12 Science Education:
Practices, Crosscutting Concepts, and Core Ideas
• Next Generation Science Education Standards
• Describing the Process
The Framework has a New Vision of Science
Learning that Leads to a New Vision of Teaching
Vision for Science Education
• Building on existing science education
Framework Goals and Purpose
1. Framework Purpose
a. Clarity in the Vision of Science Education
b. Inform Standards Development
c. Cohesive Vision of Science Education
2. Goals of the Framework
3. Goals for Science Education
A Framework for K-12 Science Education:
Practices, Crosscutting Concepts, and Core Ideas
1. So, what’s with the name?
The importance of the dimensions
2. 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
Framework – Forward viii
Framework Goals and Purpose
1. Framework Purpose
2. Goals of the Framework
a. Cohesive Vision of Science Education
b. Practices, Concepts, and Core Ideas
3. Goals for Science Education
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
• 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
Framework Goals and Purpose
1. Framework Purpose
2. Goals of the Framework
3. Goals for Science Education
Goals for Science Education
The Framework’s vision takes into account two major goals for K-12
science education:
(1) Educating all students in science and engineering.
(2) 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
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
Tools for Implementing the
October 1, 2011
• Messages:
– Conveys vision of the Framework
– Specific to the audience
– Coherent, consistent and meaningful
– Uses appropriate language
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
a. 30 minute version for briefings
b. 2 hr version for meetings
4. Professional development tools one for teachers, one for leadership groups
a. 2 day professional development PPT
b. Activities to engage participants in understanding the framework dimensions
c. Videos of what it looks like in the classroom
5. Web Site
6. Public service announcements/messages
Tools – One Page Messages
• 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?)
Documents Attributes of Tools
One Pagers
a. Describes the purpose and authority of the Framework
b. Describes the vision for science education in the
c. Conceptual straightforward, clear language
1. Educators – Teachers and principals
2. Policy makers
School board members
State education agency administrators
District Leadership
Principals (supporting quality science instruction)
3. Parents and public
BCSSE Implementations Teams
Phase I
Sept 30 - Oct 1, 2011
BCSSE Framework – Nashville
Feb 24 – 25, 2012
BCSSE 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
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
• Understand the Framework deeply
• Develop statewide leadership that
understands the vision of the Framework
Tools and Resources to Share the Vision of the
Framework with Stakeholders
• A conversation
• A work session
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
• Meaningful communication plans & the tools to
implement those plans– what is needed?
• Table Work
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
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
• Who is BCSSE? You are BCSSE!
Working Groups
• Facilitator – Identified and has additional
• Recorder – Build drafts of tools on laptops
• Reporter – Develop one page synthesis (on
chart paper) from the discussion
• If you need the Framework
Irene Pickhardt
Linda Lacy
Peter McLaren
Cheryl Kleckner
Lacy Wieser
Jennifer Hicks
Liz Buttner
Jake Foster
Sean Akins
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
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
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
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
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?
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?
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
Formulating Plans to Support Movement
Toward the Framework Vision
During the next hour we will work in teams to think through
1. Steps in developing a plan
2. Important attributes of a plan that holds potential for success
3. Components of the plan such as:
Audiences and Stakeholders
Leadership Development
Professional Development
Instructional Resources
Policy Changes
4. Timelines for Action
5. Agonists, protagonists, antagonists, proponents and catalysts
6. Envision the changes in your state and share the vision
Formulating Plans to Support Movement
Toward the Framework Vision
During the next hour we will be working teams
1. Each table has a facilitator
2. Identify a recorder to capture ideas
3. Identify a reporter (use chart paper or PPT Slide)
4. Do not be limited to the ideas on the handout
5. Represent your ideas and planning for the process
6. Consider some of the ideas from the panel
7. Be prepared for a full group discussion and reporting out at
1:30 pm
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

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