science instructional leadership in an era of new standards · • implementing change: patterns,...

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February 4, 20136:30 p.m. – 8:00 p.m. Eastern time

Science Instructional Leadership in an Era of New Standards

Presented by: Caroline Kiehle, Salvador A. Fernandez, and Adaliz Gonzalez

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Introducing today’s presenters…

Caroline KiehleCenter for Inquiry Science

Wendy BinderNational Science Teachers Association

Dr. Salvador A. FernandezInwood Intermediate School 52

Adaliz Gonzalez Inwood Intermediate School 52

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Science Instructional Leadership in an Era of New Standards

With the upcoming release of the Next Generation Science Standards, science instructional leaders are faced with the challenge of implementing NGSS in concert with the Common Core State Standards.

This web seminar will share strategies for effective and collaborative leadership during this groundbreaking period in science education.

February 4, 2013

Caroline Kiehle

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http://learningcenter.nsta.org/products/symposia_seminars/NSTA/webseminar19.aspx

Science Instructional Leadership in an Era of Standards

Part 1: What is our shared challenge with implementing new standards?

Part 2: How do we, as instructional leaders, put the vision of standards into action?

NEW TOOL = Problem of Practice

Pre-implementation Phase

Implementation Maintenance/Sustaina

bility

Part 3: What is the process for building readiness, implementing

the standards, and measuring change?

REVIEW TOOL = CBAM Concerns Based Adoption Model

Levels of Use

Stages of Concern

Part 4: What’s working in schools now?

One principal’s progress6

Introductions

STEM organization• 12 faculty and lab groups

– Leading to revolutionize science, transform human health, and ensure environmental sustainability.

• Center for Inquiry Science– Leading, supporting, and

researching STEM education.

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Today we will focus on the outer ring:The role of the Instructional Leaderimplementing new standards

Instructional leaders’

own learning and leadership

Teachers’ application in the classroom

Teachers’ own learning

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1. Focus: Focus strongly where the standards focus.

2. Coherence: Think across grades, and link to major topics.

3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application.

Shifts called for in the CCSS

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1. K-12 Science Education should reflectthe real world interconnections in science

2. Science and Engineering Practices and Crosscutting Concepts should always be integrated with multiple core concepts throughout the year

3. Science Concepts build coherently across K-12

4. Focus on deeper understanding and application of content

5. Science and Engineering are integrated in science educationfrom K-12

6. Science Standards coordinate with English Language Arts and Mathematics Common Core State Standards

Shifts called for in the NGSS

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The Framework for K12 Science Education 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. (p. 1-2)

A New Vision for Science Education

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Discussion

1. Think for a minute…Reflect on these shifts called for by the new standards, in context of your school or district.

2. Type your response to the first key question…

Range of our ideas

“ What is our shared challenge with the new standards?”

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Resources for parts 1 and 2

A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012)

MEET THE PROMISE OF CONTENT STANDARDS : THE PRINCIPAL (Joellen Killion, 2012, www.learningforward.org)

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bility




Levels of Use

Stages of Concern


One principal’s progress

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Role of the Instructional Leader:in implementation of new standards

Problem of Practice1. Pre-Implementation Phase

2. Implementation Phase

3. Maintenance and Sustainability

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Problem of PracticeExample: Pre-implementation Phase

• Building readiness and capacity for the NGSS in the Everett School District

• PD system for teacher collaboration, guided by instructional coaches

• Collaborate to infuse the standards with effective instructional strategies through the lens of a common vision of instruction

• In science and in math departments


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Problem of PracticeExample: Pre-implementation Phase

• Building readiness and capacity for the NGSS

• Collaboratives –networks of school districts– across WA State


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What is a Problem of Practice that fits your instructional leader role?

Survey…

A. My own learning: How do I learn enough about the new standards in order to support my school system’s teachers?

B. My own learning: What does powerful instruction look like in math and in science?

C. My role as principal: How can apply the vision of the standards while evaluating science and math teachers on a generic tool about teaching?

D. My role as teacher: How do I help my principal empower me in a leadership role for supporting effective use of the new standards?

E. Building capacity: I am a leader with people around me that know the new standards. How do I use these coaches and/or teacher leaders to have more powerful professional development?

Other type in Chat

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Respond with poll buttons

1. Think for a minute…Reflect on others’ Problem of Practice.

2. Type your response to the second key question…

Range of our ideas

“How do we, as instructional leaders, put the vision of standards into action?”

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Discussion







bility




Levels of Use

Stages of Concern



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Resource for part 3

• Implementing Change: Patterns, Principles, and Potholes, 3rd Edition

• (Gene E. Hall and Shirley M. Hord, 2012)

• www.sedl.org

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CBAM: tools for leaders implementing a new innovation

Levels of Use of the new standards

Stages of Concern about the new standards

• Questionnaire - to poll all staff at benchmark points• Data analysis tool - to show trends and track change• Innovation configuration - map of next indicated steps

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Try out sample CBAM prompts answer these items on paper or just in your head

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Levels Of Use Stages of Concern • Are you planning or

exploring making major changes using the CCSS?

• Are you coordinating with other CCSS users?

• What kinds of changes are you making in your use of the CCSS?

• Are you using the CCSS Frameworks?

• I am concerned about how CCSS affects students.

• I am concerned about my inability to manage all that CCSS requires.

• I would like to have more information on time and energy commitments required by CCSS.

• I would like to know what resources are available if we adopt CCSS.

• I am not concerned about CCSS at this time.

Which Level of Use characterizes most teachers about implementing Common Core State Standards?

Levels of Use Behavioral Indicators of Level VOTEschool + district 0

VI. Renewal The user is seeking more effective alternatives to the established use of the innovation.

V. Integration The user is making deliberate efforts to coordinate with others in using the innovation.

IVB. Refinement The user is making changes to increase outcomes.

IVA. Routine The user is making few or no changes, has an established pattern of use.

III. Mechanical The user is making changes to better organize use of the innovation.

II. Preparation The user has definite plans to begin using the innovation.

I. Orientation The user is taking the initiative to learn more about the innovation.

0 . Non-Use The user has no interest, is taking no action.

Screen markup– clip art

Survey…

Stage of Concern Expression of Concern

VOTEschool + district 0

6. Refocusing I have some ideas about something that would work even better.

5. Collaboration How can I relate what I am doing to what others are doing?

4. Consequence How is my use affecting learners? How can I refine it to have more impact?

3. Management I seem to be spending all my time getting materials ready.

2. Personal How will using it affect me?

1. Informational I would like to know more about it.

0. Awareness I am not concerned about it.

Which Stage of Concern characterizes most teachers about implementing Common Core State Standards?

Survey… Screen markup– clip art

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1. Think for a minute…Reflect on the CBAM tools for collecting data on which to base your next leadership steps.

2. Type your response to the third key question…

Range of our ideas

“What is the process for building readiness,

implementing the standards, and measuring change?”

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Discussion

Feedback so far…

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Respond in text boxes

What is crystal clear? What is muddy?






Implementation Maintenance/Sustainabi

lity

Part 3: What is the process for building readiness, implementing the

standards, and measuring change?REVIEW TOOL = CBAM Concerns

Based Adoption Model

Levels of Use

Stages of Concern



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Resource for part 4

Leaders of Learning: How District, School, and Classroom Leaders Improve Student Achievement (Richard DuFour, Robert J. Marzano, 2011)

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New York City Public School, grades 6-7-8

575 students 98% Hispanic 62% ELL 15% Special Needs

650 Academy StreetNew York NY 10034http://inwood52.org

Dr. Salvador A. FernándezPrincipal’s current Problem of Practice It is not enough to simply focus on creating more engaging and challenging classrooms. Rather, schools must first develop an infrastructure that promotes a community of learners and reflective practitioners.

Adaliz GonzálezScience teacher leader’s current Problem of Practice Teaching practices must change in order to meet challenges of new standards. Teams of teachers need to collaborate to incorporating purposeful lessons that reflect learning in a holistic context.30

Change-facilitators’ Interventions Practical Strategies used by Principals

Develop, articulate, and communicate

a shared vision

• Developed a professional environment of

innovation, and reflection. • Our school has an infrastructure that

promotes a community of learners and reflective practitioners.

Plan and provide resources

• Create teaching programs that allow

teachers to meet weekly, look at student work, and plan together.

• Provide additional time for meetings in the afternoon to plan and spearhead STEM units that enrich content curriculum.

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Invest in professional

learning

• Hired a consultant to provide feedback revising the STEM units.

• Teacher leaders actively participate in the Common Core Lab.

• When returning from PD sessions, provide teachers with time to share new learning experiences.

Check on progress

(continued)

Stages of Concern CCSS Staff plan, develop and implement performance tasks aligned to the CCSS. NGSS Science and STEM teachers started a book circle around the framework for science teaching as well as the NGSS at the middle school level.

Levels of Use

CCSS Teachers are in a level of integration and implementation of the standards. Curriculum units are aligned to CCSS and performance tasks are used by teachers to collect data and inform next step in their lesson plans. NGSS Science and STEM team are in the orientation and planning stage; the team is beginning to study the standards and framework for teaching.

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Provide continuous assistance

•Partnership with Urban Advantage; GE Foundation/NSTA/NASA ; Columbia University – TREES Program – teachers and leaders share experiences with other districts, learn about STEM and how to integrate lessons through different content areas.

Create a context supportive of

change

• Providing time and support for teachers to study and discuss the implications of new standards in science teaching

• Discussions of content and integration of lessons during planning time

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1. Think for a minute…Reflect on the effective strategies shared by a team of instructional leaders.

2. Type your response to the fourth key question…

Range of our ideas

“What’s working in schools now?”

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Discussion

ResourcesLeaders of Learning: How District, School, and Classroom Leaders Improve Student Achievement (Richard DuFour, Robert J. Marzano, 2011)

A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012)

Implementing Change: Patterns, Principles, and Potholes3rd Edition (Gene E. Hall and Shirley M. Hord, 2012, www. sedl.org)

Meet the Promise of Content Standards: The Principal (Joellen Killion, 2012, www.learningforward.org)

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bility




Levels of Use

Stages of Concern



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Comments? – evaluation is next

Questions? – optional informal Q & A follows

[email protected]

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Thank you for participating!

Thanks to today’s presenters!

Caroline KiehleCenter for Inquiry Science

Wendy BinderNational Science Teachers Association

Dr. Salvador A. FernandezInwood Intermediate School 52

Adaliz Gonzalez Inwood Intermediate School 52

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Thank you to the sponsor of tonight’s web seminar:

This web seminar contains information about programs, products, and services offered by third parties, as well as links to third-party websites. The presence of a listing or such information does not constitute an endorsement by NSTA of a

particular company or organization, or its programs, products, or services.39

National Science Teachers AssociationGerry Wheeler, Interim Executive Director

Zipporah Miller, Associate Executive Director, Conferences and Programs

Al Byers , Ph.D., Assistant Executive Director, e-Learning and Government Partnerships

Flavio Mendez, Senior Director, NSTA Learning Center

NSTA Web SeminarsBrynn Slate, Manager

Jeff Layman, Technical Coordinator40

science instructional leadership in an era of new standards · • implementing change: patterns,...

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