Explore how leaders can use the new BSCS Anchored Inquiry Learning (AIL) instructional model to support teachers in creating learning experiences that motivate students with significant, real world phenomena and problems! Learn how AIL cycles of inquiry and sensemaking culminate in student agency! The BSCS Anchored Inquiry Learning instructional model succeeds the 5Es and utilizes authentic phenomena/problems to anchor multiple cycles of inquiry and sensemaking, culminating with student explanations/design solutions. The research-based AIL model emphasizes coherence from students’ perspective. In this session, participants will consider how AIL integrates elements of the 5E instructional model, NextGen Science storylines, and problem-based learning instructional models, the role of an instructional model in high quality instructional materials, and their own education contexts and how they can apply AIL to design meaningful learning experiences to support their teachers.

TAKEAWAYS:
The research-based BSCS Anchored Inquiry Learning instructional model succeeds the 5Es as the basis for implementing HQIM. Leaders leverage this model to support teachers in developing a shared vision of effective science teaching and learning and creating a student-centered classroom for all.

SPEAKERS:
Cynthia Gay

Leaders will share their purpose for joining this session and then engage in a simulation as a “common experience” and use that experience to consider how key lessons about change played out in the simulation and how the lessons play out in their work. Leaders will read and discuss the Change Management text from The Elements: Transforming Teaching through Curriculum-based Professional Learning.

TAKEAWAYS:
Join other leaders to consider key lessons from change and dig into Change Management from The Elements: Transforming Teaching through Curriculum-based Professional Learning.

SPEAKERS:
Jody Bintz

We know two things: 1) the purchase of new instructional materials represents a significant district investment and 2) effective classroom use of high-quality instructional materials improves student learning. NextGen TIME can help districts ensure investment in the best possible instructional materials and provide them to teachers prepared to use them effectively. NextGen TIME is a suite of tools and processes to support districts in evaluating, selecting, and implementing instructional materials designed for the NGSS. NextGen TIME is also designed as a professional learning experience for teachers to deepen their understanding of NGSS as they analyze instructional materials. It addresses the needs of states, districts, and schools for a deep understanding of the NGSS to make selection decisions for instructional materials, plan for implementation of those materials, and provide teacher professional learning that enables effective implementation of NGSS‐aligned teaching and learning.

TAKEAWAYS:
Learn how NextGen TIME supports the evaluation of current instructional materials to strengthen their design for NGSS and how NextGen TIME tools and processes can serve as critical components of curriculum-based professional learning. You’ll walk away with free access to NextGen TIME resources.

SPEAKERS:
Jenine Cotton-Proby

Learn about and apply lessons learned from Saint Paul Public Schools and BSCS Science Learning’s partnership to customize high quality instructional materials to align with state-specific 3D standards and local contexts.

TAKEAWAYS:
Participants will learn what considerations are important for developing a well-crafted plan for implementing and customizing high quality instructional materials for use in local contexts. Leaders will review examples of customized units that are aligned with the MN Academic Standards for Science.

SPEAKERS:
Molly Leifeld, Abraham Lo

Equity is often stated as a key value in education, but how can we embed equity in science leadership work? Reflect on your own ideas, beliefs, and approaches to equity and learn how one science leadership development program weaves equity into the fabric of science curriculum leadership.

TAKEAWAYS:
Beliefs, knowledge, context, and lived-experiences shape approaches to equity work. The NEXUS Academy for Science Curriculum Leadership has developed Equity Principles to consider and intertwine with other leadership knowledge bases as leaders work to ensure equity for all learners in the system.

SPEAKERS:
Janna Mahfoud

Once you’ve adopted high-quality instructional materials (HQIM), how do leaders ensure effective and sustained implementation? Join us to explore critical actions of leaders to launch and sustain the implementation of HQIM!

TAKEAWAYS:
Effective and sustained implementation of high-quality instructional materials requires planning for change prior to implementation, generating excitement, providing transformative professional learning, monitoring implementation progress and using data to support continuous improvement.

SPEAKERS:
Jody Bintz

Science Curriculum Implementation, as a change process, provides opportunities to confront persistent inequities in educational systems. Curriculum leaders consider and seek information from multiple levels to understand how the current system is disadvantaging some learners so that they can redesign the system accordingly. The examination of state, district, and school level policies and practices can reveal factors contributing to equitable or inequitable outcomes. Participants will engage in an equity simulation and consider important takeaways that can help them lead change in ways that produce more equitable outcomes across student groups.

TAKEAWAYS:
Barriers to equity are not in learners, but rather in environments. When seeking to reach “all”, historical and current policies and practices need to be examined. Educational policies and practices that are seemingly neutral can contribute to persistent inequities for marginalized student groups.

SPEAKERS:
Jenine Cotton-Proby

Far too often equity efforts are relegated to the sidelines instead of embedded in core curriculum leadership tasks. Join us to consider how anchoring science leadership in equity principles can remove barriers to science teaching and learning through curriculum implementation efforts.

TAKEAWAYS:
The implementation of HQIM can lead to more equitable systems when barriers to equity are confronted and removed. The process of confronting barriers includes collaborating for justice, taking small actions to learn, and continual reflection and revision of implementation plans based on data.

SPEAKERS:
Susan Gomez Zwiep