Join us to explore how science teaching and learning in elementary classrooms can be leveraged to improve student learning across subjects. Participants will start by sharing their experiences and perspectives around barriers to making time for science in elementary classrooms, and then start to look for solutions. We will engage in three dimensional, integrated literacy and science learning activities and reflect on the instructional strategies and how phenomena-based learning promotes growth in both disciplines. The session will culminate with an overview of current research in the field highlighting how increased time spent on science instruction is beneficial to growth across content areas. This session is designed to support K-5 educators and education leaders in advocating for increased science time in their schools or regions.

TAKEAWAYS:
Participants will take away both the research and the instructional strategies learned in the session to advocate for increased science instructional time in K-5 classrooms.

SPEAKERS:
Leslie Stenger, Vanessa Lujan

This session explores the crucial lessons learned during the first year of our OpenSciEd high school materials rollout and details the successful instructional shifts observed in the second year. We will share a multi-faceted model for systemic change, focusing on three core strategies: building effective school-based leadership, leveraging trailblazing teachers to support reluctant implementers, and proactively minimizing barriers to high-quality science instruction for all students. Join us to gain actionable insights into supporting science educators and accelerating the transition of high school instruction to align with A Framework for K-12 Science Education.

TAKEAWAYS:
Learn how a phased rollout strategy provided scalable affordances, built a robust network of administrators, and leveraged science teacher leaders to address challenges and remove barriers to support all students with a high-quality science learning experience at scale.

SPEAKERS:
Anne Craddock, Kristin Lilley, Kristoffer Carroll, Mary Shane, Dawn Bien, Audri Rosen

How can a greenhouse become more than a structure, serving as a space for equity, sustainability, and student voice in science education? The Greenhouse Initiative at New Brunswick Public Schools showcases how place-based, three-dimensional learning can transform science education through sustainability, equity, and community engagement. Created as a living lab, the greenhouse provides equitable spaces for Multilingual Learners and Ability Diverse Learners to engage in authentic, NGSS-aligned learning experiences that honor student voice and foster inclusion. This initiative led to the development of an elective course that naturally integrates science, health, and environmental problem-solving, positioning students as leaders in addressing local and global challenges tied to UNSDG #11: Sustainable Cities & Communities. District leadership, science specialists, teachers, and community members collaborated to design and sustain this work, ensuring alignment with system-wide priorities.

TAKEAWAYS:
We will explore how a Greenhouse Initiative promotes a place-based approach to environmental challenges, while advancing equity for all and cultivating strong community partnerships. This initiative deepens three-dimensional learning and drives system-level advocacy for sustainable practices.

SPEAKERS:
Elizabeth Nunez

Selecting and implementing instructional materials is a key part of implementing the vision of the NRC Framework. This session will explore the current state of culturally responsive STEM curriculum in the country as well as lessons learned from the field to increase the use of materials that empower all students. Breakout discussions will allow participants to explore opportunities to overcome common challenges to implementing culturally-response curriculum in an effort to community source and solve these challenges. Session discussion will focus on integrating instructional practices that promote equity and support culturally responsive instruction across materials that embody the vision of the Framework. By strategizing about how to implement curriculum and instruction that realize culturally responsive practices, instructional leaders will be equipped to support teachers in fostering deeper connections with diverse learners, empowering their STEM thinking and identity.

TAKEAWAYS:
Participants will learn the importance of culturally responsive teaching and the role it plays in STEM education through identifying key components that make curriculum culturally responsive and considering lessons learned for making sustainable, scaled changes in curricula and teaching practices.

SPEAKERS:
Jennifer Childress Self, Joi Merritt, Shannon Wachowski

Join us as we share and discuss how leadership can support NGSS implementation through professional learning experiences that center the needs of teachers and students through the use of high quality instructional materials. We will discuss specific strategies, resources and tools leveraging high quality instructional materials to strengthen the shared vision of the instructional shifts called for by the NGSS and engage educators in three dimensional phenomena driven teaching, learning and leadership. Hear how a state level partnership with multiple districts deepened teacher’s knowledge of the NGSS and three dimensional instructional practices.

TAKEAWAYS:
Using high quality instructional materials as a lever to further NGSS implementation across multiple district/school contexts can support teachers and leaders as they enhance and expand their practice to improve outcomes for their students and learning communities.

SPEAKERS:
Guy Ollison, Jenine Cotton-Proby, Nancy Hopkins-Evans

Undergraduates in teacher preparation programs often take a capstone class before student teaching. While these courses vary by institution, capstones provide students with a culminating experience. These classes are important as they help students deepen their content knowledge, connect science content to teaching practices & standards, and develop their identity as educators. Yet, these classes also run the risk of being repetitive and not meeting the current demands of the teaching profession. As we plan future capstone classes for 7-12 grade pre-service science teachers, we seek input from both new and experienced teachers as well as other college faculty. This roundtable discussion will explore a) beneficial experiences from capstone classes and b) topics that educators believe that pre-service teachers need in capstone classes. Data will be collected from participants, and a summary of results will be shared. Future course syllabi will also be made available.

TAKEAWAYS:
Participants will assess various capstone frameworks, discuss the knowledge and skills needed to be successful science educators, and contribute feedback to ensure future capstone courses support 7-12 grade pre-service science teacher development. Roundtable results will be aggregated and shared.

SPEAKERS:
Carrie Sharitt

Join us for a discussion on how to advocate for and build capacity in elementary science education in rural, high-needs school districts. As part of an NSF-funded project, we've launched the Midwest STEM Alliance to elevate science teaching in rural elementary schools in Iowa, Minnesota, and Kansas44. This roundtable will explore the initial strategies we've implemented in Year 1 to recruit and select a small number of STEM Teacher Corps members from this often-overlooked demographic of teacher leaders. We will share key findings from our Rural Elementary Science Needs Assessment to identify and address the specific challenges faced by rural elementary teachers. We invite participants to share their own experiences and collaborate on developing an advocacy agenda that centers on the unique needs of rural schools and creates a foundation for a long-term professional network that extends beyond the project's funding period.

TAKEAWAYS:
Engage in a dialogue about how to advocate for and support elementary science teachers in rural areas by establishing a sustainable professional community.

SPEAKERS:
Selin Akgun, Gillian Roehrig, Imogen Herrick, Dana Atwood-Blaine

What happens when you hand teachers powerful tools but no blueprint for how to use them? There is likely a lot of confusion and inconsistency. As school systems work to align instruction to NGSS, many turn to open educational resources (OER) to advance opportunity and access, but real transformation requires more than merely adopting new materials. They need skillful, intentional, and high-quality practice. This roundtable brings together leaders from J.S. Morton High School District (IL) and Great Oaks Legacy Charter Network (NJ) to share how they’re implementing NGSS-aligned OER curricula at scale. Participants will explore leadership structures, professional learning systems, and data tools that enable coherence across classrooms and grade bands. Attendees will leave with practical considerations for balancing fidelity with local adaptation, building teacher capacity, and leading sustainable, systemwide improvement in science teaching and learning.

TAKEAWAYS:
Gain strategies to lead sustainable, systemwide science improvement by aligning leadership, professional learning, and data systems to support effective, consistent implementation of NGSS-aligned OER.

SPEAKERS:
Solona Hollis, Solona Hollis

How can department chairs cultivate trust and collaboration that allow every teacher to thrive? Drawing on 24 years in the classroom and over a decade as department chair, I’ve learned that effective leadership is less about fixing problems and more about nurturing relationships. This roundtable invites science leaders to share strategies for building inclusive, flexible, and human-centered departments. Discussion will include practices such as differentiated goal-setting, rotating peer-learning structures, flexible meetings that build connection, and feedback tools that elevate all voices. Participants will leave with ideas for fostering trust, shared purpose, and professional growth across diverse teaching teams.

TAKEAWAYS:
Attendees will gain ideas to lead with trust and collaboration to sustain thriving, human-centered science departments, through practical strategies that can be implemented immediately.

SPEAKERS:
Ellie Beyers

Curious about what it takes to become a Shell Science Teaching Award or Shell Urban Award winner? Join this dynamic panel of past and current recipients of the Shell Science Teaching Award and the Shell Urban Science Educators Development Award, along with award panelists, as they share their journeys, classroom innovations, and tips for crafting a strong application. Learn how these prestigious awards recognize and support outstanding science educators—especially those making an impact in under-resourced schools and urban communities. Attendees will hear candid stories, ask questions directly to winners and reviewers, and walk away with resources, encouragement, and inspiration. Bonus: Attend for a chance to win exciting door prizes that support your classroom and professional journey!

TAKEAWAYS:
Attendees will gain insider knowledge and confidence to apply for the Shell Awards and grow as leaders in science education.

SPEAKERS:
Amanda Upton

So you are here at the conference… what’s next? Come learn from a panel of experienced science education leaders about opportunities to grow professionally by being involved in local, regional, and national science education professional organizations. Professional organizations like NSTA, its state and regional chapters, National Marine Educators Association (NMEA), National Middle Level Science Teachers Association (NMLSTA), and other associated member organizations that can be found on the NSTA website are rich with opportunities to collaborate and grow professionally and personally. Regardless of your years of experience, educators in settings like yours and unique from yours can share experiences, problem-solve, share resources, elevate and celebrate your great work, lift you on tough days, and so much more. Learn how to get involved and grow professionally by volunteering, running for office, or participating in conferences, professional learning, or networking opportunities.

TAKEAWAYS:
Learn how to get involved and grow professionally by volunteering, running for office, or participating in conferences, professional learning, or networking opportunities.

SPEAKERS:
Peter Kelly, Kellie Boquet, Amy Tankersley, Kevin Niemi, Tami Lunsford

Bridging the gap between informal science educators and classroom teachers requires a shared language that fosters collaboration, advocacy, and meaningful learning experiences. This session explores strategies for aligning communication and goals across educational settings, equipping teachers and school leaders with the tools to champion informal science opportunities as integral to student success. Participants will engage in practical frameworks for building partnerships, amplifying impact, and advancing advocacy for science learning beyond the classroom. Together, we will reframe informal science not as enrichment, but as essential to developing curiosity, critical thinking, and lifelong learners.

TAKEAWAYS:
Participants will leave with practical strategies and shared language tools to strengthen partnerships between teachers and informal science educators, positioning informal learning as essential to student success.

SPEAKERS:
Hannah Eisla, Dr. Dieuwertje Kast

Urban school districts are uniquely positioned at the intersection of innovation and inequity. This roundtable invites educators, leaders, and community stakeholders to discuss strategies that increase access, engagement, and achievement in STEM for historically underserved students. Together, participants will examine real-world challenges such as resource gaps, culturally relevant pedagogy, and teacher retention, while sharing solutions like community partnerships, after-school STEM initiatives, and project-based learning. The session will serve as a collaborative space to exchange best practices and inspire actionable steps toward equity in STEM education.

TAKEAWAYS:
Equity in STEM education requires more than good intentions—it takes intentional strategies, culturally relevant teaching, and sustainable partnerships that ensure urban students see themselves as scientists, engineers, and innovators.

SPEAKERS:
Tamia Murphy

How can teachers bring real-world multidisciplinary science into their classrooms? This roundtable features teacher fellows from the Xplorlabs Educator Fellowship, a yearlong program by UL Research Institutes. Fellows learn from scientists and peers to co-develop free, standards-aligned lessons on pressing challenges such as fire safety, batteries, and sustainability. Starting from the same set of science ideas and phenomena, fellows adapt these resources in very different ways to reflect their students’ cultures, prior ideas, and learning goals. Together, their stories highlight the creativity of teachers and the power of diverse perspectives in sensemaking. In this moderated discussion, fellows will share how the experience influenced their practice, engaged students in authentic science, and expanded their professional networks. Attendees will also learn more about the fellowship itself and how to access free classroom-ready resources.

TAKEAWAYS:
Hear directly from Xplorlabs Educator Fellows about collaborating with researchers, co-developing free STEM lessons, and engaging students with authentic science. Learn more about the fellowship and explore free resources for bringing safety science into classrooms.

SPEAKERS:
Megan O'Keeffe, Samantha Eddis, Danielle Shaw-Jones, Dominique Thomas, Daniel Sternberg

Implementing high quality instructional materials (HQIM) in science at the district scale is one of the most important pathways to reaching students with NGSS aligned reforms. However, taking on a district curriculum adoption process can be daunting. Hear from a panel of district science leaders who have met this challenge head on in three very different contexts. You will learn about the components of various district contexts and the challenges and successes these leaders have met along the way. You will leave with insights you can apply to your own context, whatever stage of the process your district is in!

TAKEAWAYS:
You will leave with insights applicable to their own district curriculum implementation processes.

SPEAKERS:
Liz Beans, Elizabeth Johnston, Kate Henson

Regardless of where you are in your journey, leaders advocate for the power of HQIM to promote equitable learning opportunities for students and teachers. Join BSCS to consider the important step of building a team that works together to achieve broad and effective implementation over time.

TAKEAWAYS:
Leaders will consider the phases of curriculum implementation and the role a leadership team can play throughout the process from selection through sustaining broad and effective use.

SPEAKERS:
Jody Bintz

What should science education look like in 2025? Whether you're a district leader, instructional coach, or classroom teacher, you'll leave with tools to build capacity for high quality science instruction This session introduces Dig Into Science—a free, go-at-your-own-pace professional learning series co-developed by WA, OR, ID, and NM to support educators new to science teaching. Participants will explore the modules firsthand, engage in collaborative reflection, and consider how to use this resource to support onboarding, mentoring, and professional development. Come ready to dig in!

TAKEAWAYS:
Participants will explore a powerful new one-stop resource designed to support educators in best instructional practices and leave with actionable strategies to deploy it in their own contexts.

SPEAKERS:
Johanna Brown, Andrea Baerwald, McKenzie Sonderegger

One of the significant barriers to meaningful implementation of the NGSS is the fact that it is seen as a set of tools or strategies rather than a vision for teaching and learning science. In this session we will focus on how the foundation behind the NGSS – the Principles of Learning from How People Learn – led to the vision behind the NGSS as outlined in the Framework, and the two supporting National Academies reports, Investigation and Design at the Center and The Brilliance of Children and the Strengths of Educators. We will connect this foundation to leadership for science teaching and learning and then collaboratively develop a vision. We will discuss how participants can use these strategies to collaboratively develop a vision in their schools. Finally, we will share examples from NJ district leaders about how engaging in this process motivated and supported their teachers and positively impacted the school culture for teaching and learning science.

TAKEAWAYS:
Participants will collaboratively develop a vision for effective science teaching and learning based on the Framework. We will share examples from local leaders about how engaging in this process motivated their teachers and drove meaningful NGSS implementation.

SPEAKERS:
Wil Van der Veen, Stacey Van der Veen

This session focuses on a research-based Career Connected Learning (CCL) Framework and durable skills to assist leaders in decision making around learning pathways. Driven by DoW priorities, the CCL Framework supports students, educators and industry partners to align learning and workforce opportunities. We will share the CCL Framework iterative process and explore potential use cases for maximum impact. Come prepared to engage, learn and share your expertise to take CCL to the next level.

TAKEAWAYS:
Explore a research-based Career Connected Learning (CCL)Framework and durable skills to design effective career pathways, align learning with workforce needs, and apply practical strategies to strengthen CCL opportunities.

SPEAKERS:
Marc Siciliano

During this session, we will discuss how expanding your leadership capacity in science education begins with understanding where your school or district currently stands—and where it aspires to be. This session engages participants in a reflective process to identify leadership opportunities that strengthen systems of support for science, technology, and engineering teaching and learning. Through structured protocols for analyzing school and district data, participants will learn how to highlight areas of growth, communicate findings effectively with building and district leaders, and leverage this information to drive meaningful change. The session will also provide strategies for facilitating professional learning, fostering collaboration, and building networks that enhance science instruction and strengthen departmental coherence.

TAKEAWAYS:
Identifying how data can provide insight into instructional needs and successes to build collaborative professional learning opportunities that create lasting systems of support to strengthen your science department.

SPEAKERS:
Elizabeth Warren

Teaching is hard! Educators work long hours, do not get paid the most lucrative salaries, and can easily get bogged down by all the difficulties that come with the career. This session will discuss professional development opportunities for both formal and informal educators to reignite their passion for education and bring real-world experience back to their students. In addition, experiences discussed provide educators with opportunities to collaborate with scientists, educators, artists, and cultural leaders from around the world to develop engaging content for the classroom and broader community. Specific professional development discussed includes Fund for Teachers, National Geographic and Lindblad Expeditions Grosvenor Teacher Fellowship, Ecology Project International Teacher Fellowship, Earthwatch Project Kindle, Bimini Biological Field Station Educator Fellowship, Ocean Exploration Trust Science Communication Fellowship, and Fulbright Teachers for Global Classrooms Fellowship.

TAKEAWAYS:
Attendees will take away insights and application suggestions on professional development opportunities from past fellowship participants. Participants will also gain knowledge on how to utilize those experiences to increase student engagement and global competencies within their community.

SPEAKERS:
Rebecca Maynard, Matthew Holden

Elevate your science teaching with “Tools for Teachers: Effective Science Lesson Resource,” an interactive workshop designed to empower educators. In this session, you’ll explore the development and purpose behind the Tools for Teachers Science resources and receive clear, step-by-step guidance on how to access and navigate these valuable materials. Experience a sample modeled lesson that demonstrates practical ways to integrate these resources into your daily instruction, making science lessons more engaging and effective for all students. You’ll gain real-world strategies for implementing standards-aligned activities that foster student understanding and curiosity. By the end of the workshop, you’ll leave equipped with the confidence, insights, and tools needed to enrich your science teaching and maximize the impact of the Tools for Teachers resources in your classroom.

TAKEAWAYS:
By the end of the workshop, you’ll leave equipped with the confidence, insights, and tools needed to enrich your science teaching and maximize the impact of the Tools for Teachers resources in your classroom.

SPEAKERS:
Anthony Quan

CASTL-K12 (Collaborative for Advancing Science Teaching and Learning in K-12) is an Action Collaborative of the National Academies of Sciences, Engineering, and Medicine that brings together 28 diverse cross-sector organizations to support equitable implementation of state science standards inspired by NASEM’s 2012 landmark report A Framework for K-12 Science Education. But we know this work can't succeed without the voices of those closest to students. Join us for an interactive town hall where we invite science teachers and educators to help us co-design what meaningful teacher engagement looks like within CASTL-K12. How should teachers shape our priorities? What roles make sense? What would make participation genuinely valuable — not just another ask on your time? Come ready to share your ideas, push our thinking, and help build something worth being part of.

TAKEAWAYS:
Attendees will directly shape how CASTL-K12 engages science teachers as partners in advancing equitable, Framework-aligned science education — ensuring the collaborative is built with teachers, not just for them.

SPEAKERS:
Lauren Ryan

Join the professional learning team from The Lawrence Hall of Science to explore three transformative leadership practices that can help you take tangible steps towards increasing phenomena-based, 3D science learning in elementary classrooms in your school or district. We will dive into a case study of one district and examine strategies leadership used to shift their system from little-to-no elementary science instruction towards a burgeoning commitment to phenomena-based science teaching and learning for all. Using a systems lens, participants will engage in a process to analyze the concrete strategies that the district took to work towards equitable science learning across the district. By considering how these strategies relate to three areas: high-quality instructional materials, increasing instructional time, and engaging in professional learning, participants will start to formulate ideas and next steps for enacting these three transformative practices in their own contexts.

TAKEAWAYS:
Participants will take away concrete strategies that can be used to boost science in elementary classrooms and a systems-based framework for analyzing these strategies. They will also take away next steps for increasing time and capacity for science education in their own school or district.

SPEAKERS:
Leslie Stenger, Shannon Wachowski

Empower your teaching with “Supporting Multilingual Learners with a Science Scaffold Toolkit.” This session is designed for educators seeking effective strategies to help multilingual learners thrive in science classrooms. Explore a step-by-step science lesson sequence that integrates the Science Scaffold Toolkit—an innovative resource focused on supporting language development, facilitating science inquiry, and enhancing student engagement with scientific content. You'll learn how to leverage practical scaffolds such as vocabulary supports, sentence frames, and visual aids to make science accessible and meaningful for all students. Join us to gain hands-on experience, discover adaptable tools, and leave equipped to foster both language acquisition and scientific thinking in your multilingual learners.

TAKEAWAYS:
Participants will leave with the Science Scaffold Toolkit in hand, along with practical strategies for seamlessly integrating it into daily instruction—all aligned with the Next Generation Science Standards.

SPEAKERS:
Anthony Quan

Data-rich instruction is central to modern science learning—but for many schools, integrating larger datasets and data tools into lessons remains challenging. This session supports science educators, instructional coaches, and district leaders who are helping teachers build data fluency within existing curricula. Drawing on insights from projects funded by NSF and NASA, we'll uncover common roadblocks to bringing real data into classrooms and explore practical tools, datasets, and instructional strategies that promote equity-centered data access. Participants will examine professional learning approaches, scaffolds, and leadership moves that make data experiences meaningful, sustainable, and aligned with evolving STEM goals. Walk away ready to use data as a bridge for authentic collaboration across disciplines—building shared ownership of student learning and strengthening a culture of inquiry across classrooms and systems.

TAKEAWAYS:
Leaders will leave with a framework and strategies to support teachers in weaving authentic data use into science instruction—building coherence, confidence, and capacity for data-rich teaching across grade levels.

SPEAKERS:
Sara Salisbury, Karen Lionberger

What does it mean to lead leaders in science education? In this interactive session, participants will experience highlights from our Secondary Coordinator Leadership Summit, designed to build belonging, strengthen leadership identity, and align practice with core district values. Together, we will engage in protocols from our coordinator workbook, discuss challenges and opportunities in leading adult learners, and reflect on how courageous leadership can catalyze change. Participants will leave with practical tools and a renewed vision for cultivating leadership in others to advance science education forward.

TAKEAWAYS:
Participants will leave with practical strategies and reflective tools to courageously lead other leaders—fostering belonging, strengthening teams, and advancing meaningful change in science education.

SPEAKERS:
Pam McWilliams, Rebecca Rolater

No set of materials are perfect. Teachers require a systematic approach to customize HQIM for use in their local context. This session will outline work that Saint Paul Public Schools and BSCS Science Learning have done to customize the OpenSciEd middle school science materials to support standards implementation and district goals. The session will describe key considerations and modifications needed to align materials with domain-specific standards, while maintaining curricular coherence from the students’ perspective, and students’ interests. The team will explain their approach to customizing select units and the professional learning approach used to support teachers in customizing summative assessments to better engage their students’ interests and science-linked identities. Leaders will analyze example customized units and teacher-designed assessments and identify important components to include in their own HQIM customization plans.

TAKEAWAYS:
Participants will identify what considerations are important for developing a well-crafted plan for implementing and customizing high quality instructional materials for use in local contexts.

SPEAKERS:
Molly Leifeld

Learn about a sustainable school district model that supports teachers and students in weaving geosciences into every science discipline—from CTE to AP courses. Through professional learning (intensive summer institute and ongoing coaching) and collaborations with community science partners, teachers gain tools to co-design data-rich locally relevant mini-units. Students engage in field trips and work with real, contextualized data to build data skills and see the relevance of geosciences in their own lives. Evaluation shows teachers grow in confidence using authentic data and linking science to local contexts, while students strengthen their science identity, value geosciences more, and build confidence with data literacy. This session will feature program leaders, student reflections, and teachers sharing co-designed units, classroom outcomes, and strategies for effective partnerships.

TAKEAWAYS:
Learn about a model that helps teachers integrate geosciences across disciplines using authentic data, community science partners, and co-designed curriculum. Teachers gain confidence supporting data skills, while students build science identity and connect geosciences to local and global issues.

SPEAKERS:
Sarah Pedemonte

Coaching conversations shape not just instructional moves, but how educators grow, thrive, and make meaning of their work. Too often, however, coaching focuses narrowly on evaluating instruction, overlooking the human dimensions of identity, power, and emotion—and thereby risks reinforcing existing inequities. This session invites participants to explore the full coaching cycle through the Knowles Teacher Initiative’s Coaching Planning Maps. Attendees will learn to adapt these tools to support transformational coaching, build collaborative partnerships, and foster sustained teacher growth. Practical strategies and reflective activities will provide participants with actionable approaches to enhance coaching effectiveness in their own contexts.

TAKEAWAYS:
Educators will learn actionable coaching approaches to meet diverse teacher needs, promote sustained growth, and foster positive, collaborative learning environments.

SPEAKERS:
Laura Shafer, PhD

Every superhero has an origin story—and in education, teacher leaders are the heroes transforming classrooms, schools, and communities. This interactive session explores Domains 4 and 5 of the Teacher Leadership Model Standards, emphasizing how teacher leaders facilitate professional learning (Domain 4) and promote the teaching profession (Domain 5). Participants will engage in hands-on, collaborative activities designed to discuss mentoring practices, advocacy skills, and strategies for building teacher voice.

TAKEAWAYS:
Identify key practices within Domains 4 and 5 of the Teacher Leader Model Standards that foster leadership and advocacy.

SPEAKERS:
Jenne VandePanne, Jessica Wagenmaker

What happens when organizations with different strengths, audiences, and expertise come together around a shared goal? The Elementary Science Topical Working Group (TWG) of the Collaborative for Advancing Science Teaching and Learning in K-12—an Action Collaborative of the National Academies of Sciences, Engineering, and Medicine—is finding out. In this showcase, members of the Elementary Science TWG will highlight complementary and collaborative work underway to strengthen science teaching aligned to A Framework for K-12 Science Education in the elementary grades. Learn how cross-sector organizations are leveraging their unique positions to tackle shared challenges—from instructional materials to teacher learning to assessment — and discover what becomes possible when collaboration moves beyond coordination into collective action.

TAKEAWAYS:
Attendees will see how diverse organizations within CASTL-K12's Elementary Science Topical Working Group are aligning complementary strengths to advance equitable, high-quality science teaching in the elementary grades.

SPEAKERS:
Lauren Ryan

Curriculum adoptions provide a unique opportunity to support deep professional learning and ensure equitable student outcomes. Using EdReports’ review tools and experience supporting districts and states, this session will focus on how to use the curriculum adoption process to engage all stakeholders by supporting them to learn more about the Framework/NGSS for evaluating materials and improving instruction. Participants will model using an instructional vision for science to improve teachers' understanding of the broader implications of the Framework/NGSS on rigorous science instruction. Participants will also examine how training teachers to use evaluation criteria can improve their knowledge of the three dimensions, in particular SEPs and CCCs, and what high-quality phenomenon and problem-based science instruction can look like. Participants will leave with strategies for implementing broader professional learning using curriculum adoptions.

TAKEAWAYS:
Participants will learn strategies for using K-12 curriculum adoptions to support deep professional learning around the NGSS/Framework, particularly sensemaking with the three-dimensions and phenomenon and problem based instruction.

SPEAKERS:
Sam Shaw

This session will get you started on writing a practitioner article for The Science Teacher. We will discuss what we are looking for and give you a step-by-step process for writing the article. Time will be given to brainstorm with others and get an outline started for your article.

TAKEAWAYS:
You will learn how to start writing an article for The Science Teacher and the expected components of the article.

SPEAKERS:
Brooke Whitworth

Research shows the power of coaching cycles in transforming teaching and learning in the classroom, but many teachers are hesitant to engage in individualized coaching for a variety of reasons. In-house, targeted professional learning that aligns to the needs of the individual teacher and site goals is needed if educators are going to continue to grow in their practice in order to support their students. This session will provide the participants the opportunity to unpack the needs of their site through discussion and interaction. We will then share unique opportunities that sites could use to involve more teachers in professional learning. Some of these will include site level learning walks, site level targeted power days for teacher teams, and learning lunches. These are teacher designed, teacher facilitated and teacher selected. We will also provide ways in which sites can monitor and assess the effectiveness of the learning programs being offered in-house.

TAKEAWAYS:
Participants will walk away with a variety of creative professional learning (PL) opportunities to implement at their site/district based on the needs of the site/district as well as tools for how to assess the effectiveness of the PL being provided.

SPEAKERS:
Leah Ward, Becky McKinney

Action-Oriented Pedagogies (AOP; Weinberg et al., 2024) is a framework that couples student learning with real-world community impact, prioritizing outcomes that go beyond scientific knowledge acquisition. Join us as we share insights into the implementation of action learning cycles and how STEM leaders and teachers can support sustainable, naturally cascading student action. During this session, we will introduce AOP through the work of practicing educators who use meaningful, locally-relevant sustainability issues to extend students’ content learning and develop their science, engineering, and interpersonal skills – with a particular focus on how this work can ripple into positive cognitive, behavioral, and socioemotional outcomes. We will then explore how to intentionally foster student agency and tap into valuable community resources to support action, providing useful takeaways for participants to bring back to their own contexts!

TAKEAWAYS:
Participants will be introduced to Action-Oriented Pedagogies and will gain insights into how it has been used to support community action as well as students’ cognitive, behavioral, and socioemotional growth, leaving with key takeaways for supporting such work on their own campuses.

SPEAKERS:
Michelle Jordan, Janet Ankrum, Tamara Van Sickle, Sarah Suloff

This presentation will address critical laboratory safety issues, helping participants with practical knowledge and advocacy skills to create and maintain safer high school laboratory environments. The session combines essential protocols for effective safety communication and decision-making. Participants will leave with safer demonstration and laboratory ideas, an easy-to-follow personal safety plan, and how to access the information from the NSTA safety advisory board.

TAKEAWAYS:
This session supports new teachers in developing confidence and competence in laboratory safety while helping experienced educators stay current with best practices. Our goal is to prevent accidents before they occur by empowering teachers with the knowledge, resources, and practical skills necessar

SPEAKERS:
Milene De Farias, Karen Newman

Recent graduates felt unprepared to teach science because they had not engaged with publisher-created curriculum before entering the classroom. To address this gap, our university partnered with a curriculum publisher to provide preservice teachers with authentic experiences using high-quality instructional materials (HQIM). The partnership began with a dynamic model lesson that showcased inquiry-based instruction and set the stage for deeper collaboration. Building on that experience, we launched the “Curriculum ReMix Project”, where preservice teachers analyzed and adapted HQIM. The publisher supported the effort by granting access to the TE, allowing them to plan, teach, and reflect with the same resources used in classrooms. Their feedback informed improvements that were later shared with the publisher. This session shares our process, outcomes, and strategies for sustaining a university-publisher partnership that empowers preservice teachers to teach science with confidence

TAKEAWAYS:
Participants will learn how this partnership guided preservice teachers to critically examine and adapt HQIM, created a feedback loop between university coursework and a HQIM organization, and increased preservice teachers’ confidence and instructional competence in science.

SPEAKERS:
Leslie Lausten, Beth Pesnell

Avoiding hard conversations often feels kind in the moment, but it can undermine trust and accountability over time. This session reframes accountability as an act of care, grounded in clear, honest, and respectful communication. Participants will explore how instructional leaders can support teachers in strengthening their practice, setting clear expectations, and addressing challenges in ways that advance student sensemaking. Through reflection and practical examples, attendees will leave with tools to navigate feedback and accountability conversations that are transparent, supportive, and grounded in shared values.

TAKEAWAYS:
Reframe accountability as an act of care and leadership by using clear, practical, and empathetic communication to address challenges, reduce avoidance, and engage in growth-focused conversations that build shared responsibility.

SPEAKERS:
Elizabeth Pawlowski, Kristin Rademaker, Zoe Evans

Discover how one Title I school used a school garden to grow a culture of leadership, collaboration, and innovation. This session shares how a small hydroponic garden grew into a district-recognized model for STEM leadership and practice. What began as a classroom project now unites STEM, culinary arts, and health programs through hands-on, sustainable learning. Attendees will see how this initiative sparked teacher leadership, community partnerships, and cross-curricular innovation while improving student engagement and achievement. The session will highlight strategies for scaling impact, from writing grants and building partnerships to mentoring colleagues and creating programs that connect learning to real-world impact. Participants will receive resources for project planning, leadership reflection, and community outreach. Whether you are starting small or leading districtwide change, you’ll leave inspired and equipped to grow a sustainable, high-impact STEM culture at your school.

TAKEAWAYS:
Explore how garden-based STEM can serve as a platform for teacher leadership and student empowerment. Leave with tools to build partnerships, sustain growth, and lead meaningful, hands-on programs that transform teaching, learning, and community engagement.

SPEAKERS:
Barbara Rebeor

Ready to cultivate a sustainable, district-wide culture of science teaching excellence? This session reveals how to build a powerful Science Leader Cadre—a model for partnering with teacher leaders to drive systemic change. In this session, participants will discuss critical aspects of a robust pathway for teacher leadership in science education by building capacity to characterize high-quality science instruction, developing systems for sustaining success through ongoing support and partnership, and amplifying influence by supporting teacher leaders in leveraging their expertise to support fellow educators. Learn the course of action that supports passionate educators in leveraging their voice to be influential school leaders, igniting the trail for district-wide impact. This session is good for leaders in the K-8 span.

TAKEAWAYS:
Cultivate a district-wide culture of science teaching excellence. This session provides a model for a Science Leader Cadre, equipping teachers with knowledge of high-quality science instruction, ongoing support and partnership, and empowering influential leaders who drive systemic change.

SPEAKERS:
Kristin Lilley, Kristoffer Carroll, Dawn Bien, Anna Radef, Anne Craddock, Audri Rosen

State legislatures and education agencies are increasingly shaping the future of STEM education through funding priorities, accountability systems, and curriculum standards. This session will provide a deep dive into how state-level policy decisions affect classroom practice and science learning opportunities. Participants will explore strategies for influencing state policy debates and aligning advocacy with state-specific priorities. The session will highlight real-world case studies of effective state advocacy campaigns.

TAKEAWAYS:
Understanding how to engage the right state-level levers—legislatures, agencies, and boards—can significantly influence the direction of Science and STEM education policy in your community.

SPEAKERS:
James Brown

The standards have changed. The documents are published. The timelines are real. Now what? This leadership-focused session is designed for science leaders who are navigating the complex transition from standards awareness to deep, coherent implementation. Moving beyond compliance, this workshop explores how leaders can strategically support staff through meaningful instructional shifts aligned to the NGSS and the Framework for K–12 Science Education. Participants will examine practical leadership moves that accelerate sustainable change, including: -Coaching models that prioritize three-dimensional sensemaking -Modeling high-quality, phenomenon-driven instruction -Designing differentiated professional learning grounded in adult learning theory -Supporting teachers through productive struggle during transition -Building teacher leadership capacity to create distributed ownership of implementation

TAKEAWAYS:
Attendees will leave with actionable strategies to strengthen instructional leadership, cultivate internal teacher leaders, and move their districts from “new standards” to meaningful, classroom-level transformation.

SPEAKERS:
Beth Zigmont, Matthew Christiansen

This presentation introduces educators to California’s Alternate Diploma Pathway—a transformative and inclusive graduation option for students with significant cognitive disabilities. Participants will learn from veteran special education teachers how students can earn a standard high school diploma by meeting the state's minimum course requirements using California’s Alternate Achievement Standards, fully aligned with federal accountability guidelines under the Every Student Succeeds Act (ESSA). Audiences will learn how East Side Union High School District’s special education program transformed over the last 3 years to answer the CA Alternate Diploma pathway requirement. Presenters will also share the instructional shifts that provide high-quality, equity-driven standards-based science education, rooted in the Next Generation Science Standards that engage and empower learners often left out of traditional pathways. Participants will see examples of strategies for adapting science l

TAKEAWAYS:
Attendees will be equipped with a model of a school district’s programmatic shift that provides authentic access to the standards based science curriculum for students with significant cognitive disabilities and instructional strategies needed to ensure their success in science.

SPEAKERS:
Ethyl Santos, Vanessa Vitug, Marrika Martin

Sustaining districtwide shifts in science instruction requires strong teacher leaders. In this session, participants will explore how one urban district scaled the EarthX District Teacher Team (DTT) from 5 to 26 high schools to lead phenomena-based, three-dimensional (NGSS-aligned) science instruction in Biology, Chemistry, and Physics. The DTT model positions teachers as instructional leaders who bridge district goals with classroom practice while fostering collaboration, shared artifacts, and professional learning. Presenters will share lessons learned on recruitment, coaching, equity of access, and sustaining efforts beyond grant funding. Attendees will engage in leadership design protocols to analyze challenges, apply an equity lens to systemic change, and generate strategies for scaling STEM initiatives. Participants will leave with tools, protocols, and an action plan to strengthen science leadership in their contexts.

TAKEAWAYS:
Participants will learn how to leverage teacher leadership to sustain equitable, NGSS-aligned science instruction across schools and leave with practical tools, protocols, and strategies for building and scaling effective STEM leadership teams in their own districts.

SPEAKERS:
Nina Groseclose, Angela Hood, Edmund Mitzel, Jr., Ph.D., Alan Berkowitz, Jenn Brown-Whale, Kevin Garner

The Framework for K-12 Science Education and NGSS call for 3D learning grounded in authentic phenomena and problems to ensure relevant learning for ALL students. Leaders can use instructional materials design to help teachers achieve these synergistic goals. The BSCS Anchored Inquiry Learning (AIL) instructional model succeeds the 5Es and utilizes authentic phenomena/problems to anchor multiple cycles of inquiry and sensemaking, culminating with student explanations/design solutions. AIL employs science education research emphasizing coherence from students’ perspective.In this session, participants will 1) consider how AIL integrates elements of the 5E instructional model, NextGen Science storylines, and problem-based learning instructional models; 2) consider the role of an instructional model in high quality instructional materials, and 3) consider 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 successful BSCS 5E instructional model. Leaders leverage this model to support teachers in 1) developing a shared vision of effective science teaching and learning and 2) creating a student-centered classroom for all.

SPEAKERS:
Cynthia Gay

From federal appropriations to nationwide STEM initiatives, federal policy plays a critical role in shaping science education across the country. This session will unpack the latest developments in Congress and the Administration, with a focus on opportunities and threats for STEM funding streams. Attendees will gain insight into how federal decision-making affects state and local implementation, and how educators can amplify their voices in Washington. Practical advocacy tips for engaging federal policymakers will be emphasized.

TAKEAWAYS:
Effective advocacy is a skill—and with the right tools and strategies, every STEM educator and advocate can shape education policy at the local, state, and federal level.

SPEAKERS:
James Brown

The presentation highlights strategies for retaining STEM teachers, drawing lessons from the Knowles Teaching Fellows program, where 85% of Fellows—40% of whom are teachers of color—remain in teaching after five years, surpassing national retention averages. Four key strategies are emphasized: 1) Multiple Learning Communities: Offering strong connections across dimensions like content, context, interest, and identity. 2) Diverse Mentors as Career Models: Mentors provide guidance and emotional support, helping new teachers envision sustainable careers. 3) Collaborative Inquiry: Teachers work together to address challenges, reflect on practices, reduce isolation, and foster leadership. 4) Building Agency and Leadership Capacity: By offering resources, compensation, and a supportive community, teachers develop leadership skills, increasing retention by empowering them to influence educational practices. Participants will explore how these strategies can be adapted to their own contexts.

TAKEAWAYS:
Learn strategies for retaining STEM teachers, drawing on the Knowles Teaching Fellows Program. Explore how mentoring, collaborative inquiry, learning communities, and leadership development foster belonging, agency, and long-term commitment to teaching.

SPEAKERS:
Jeffrey Rozelle

Instructional coaches, teacher leaders, and teaching teams often ask the question, “How can we better support multilingual students during science?” We have lists and websites and books of MLL strategies, but how can we intentionally (and swiftly) make decisions that work with and support high quality science instruction? Join us to consider ways instructional leaders can support educators and teaching teams as they seek to better support multilingual learners while using adopted science instructional materials.

TAKEAWAYS:
Sometimes MLL supports can feel at odds with collaborative, inquiry-based science learning. By focusing on how to elevate and expand the language students use during discourse-rich, 3D science sensemaking, MLL supports can enhance rather than detract from students figuring out together.

SPEAKERS:
Janna Mahfoud

How can education leadership proactively shape the integration of emerging technologies into science learning? This strategic dialogue brings together leaders from NSTA, DS4E, curriculum developers, and master teachers to dissect the challenges and opportunities. We will explore actionable models for integration, discuss the professional development and systemic support needed for scaling, and examine the role of policy. The conversation will move beyond hypotheticals to focus on concrete next steps for districts, states, and professional organizations. Attendees will gain a high-level overview of the landscape and strategic insights to inform decision-making in their own contexts.

TAKEAWAYS:
Attendees will gain a high-level overview of the landscape and strategic insights to inform decision-making in their own contexts.

SPEAKERS:
Tricia Shelton, Zarek Drozda, Kerri Wingert, Susan Gomez Zwiep

Build your confidence as an instructional leader by learning how to evaluate science lessons for sensemaking. This session introduces a lesson evaluation tool adapted from the NSTA Sensemaking Tool and grounded in NGSS and inclusive teaching practices. Participants will explore how to identify key elements of high-quality, three-dimensional instruction and gather evidence that supports meaningful, actionable feedback. Experience how structured lesson analysis can reveal patterns across instructional materials and inform targeted instructional support. Leave with practical strategies, tools, and a plan for using lesson evaluation to strengthen sensemaking across classrooms.

TAKEAWAYS:
Gain practical tools and confidence to evaluate science lessons for sensemaking and provide meaningful, actionable feedback that strengthens instruction across classrooms.

SPEAKERS:
Elizabeth Pawlowski, Zoe Evans

Education leaders struggle to scale STEM programs without losing equity and excellence. This session presents the SCALE Framework™, developed through work with 38,000+ students, showing how to lead system-wide STEM implementation that maintains three-dimensional NGSS learning across diverse populations. Participants engage with real student work examples and case studies demonstrating equitable phenomena-based learning at scale. Address post-pandemic STEM recovery challenges while building capacity for curriculum redesign, inclusive community partnerships, and sustainable change leadership. Leave with comprehensive tools: equity assessment frameworks, asset-based partnership strategies, and leadership development resources, ensuring STEM excellence reaches every learner. Perfect for superintendents, curriculum directors, and district leaders managing system-wide transformation.

TAKEAWAYS:
Leaders will master the SCALE Framework™ for maintaining equity outcomes while scaling STEM programs system-wide, ensuring three-dimensional NGSS learning reaches every student through strategic partnerships, inclusive leadership development, and community-centered implementation.

SPEAKERS:
Natoshia Anderson

Implementing high quality instructional materials (HQIM) in science at the district scale is one of the most important pathways to reaching students with NGSS aligned reforms. However, taking on a district curriculum adoption process can be daunting. There are many factors and interested parties to consider. How can a district pilot HQIM and collect data that will inform a successful, sustaining adoption? In this workshop we will introduce a process to support district leaders in Improvement Oriented Curriculum Adoption. Participants will experience steps of the process including selecting pilot curricula, identifying aims, mapping the system and developing practical measures. District science leaders will leave with resources that prepare them to work within their own contents to lead their teachers in supporting students with standards aligned equitable instructional materials.

TAKEAWAYS:
Participants will learn how to engage stakeholders in their school systems in a process to support the adoption of HQIM in science.

SPEAKERS:
Kate Henson

Years ago, I believed that leaving the classroom for administration was the only way to impact science education. Over time, I have learned that true leadership can flourish within the classroom. Through various opportunities and experiences, I have evolved as a science education leader while continuing to teach. Each new role challenged me, pushed me beyond my comfort zone, and reignited my passion for teaching. Your journey as a science education leader may look different from mine, and that is perfectly fine. What matters most is continuing to grow and evolve in ways that strengthen both your leadership and your classroom practice. As we grow as leaders, our students also benefit. Join me and learn how you can evolve as a science education leader, and how your growth can empower other educators as well as your students to grow.

TAKEAWAYS:
The main takeaways for this session is for participants to recognize their leadership, pinpoint opportunities to lead, act to expand their impact, and guide others to become leaders which will create a ripple effect in science education.

SPEAKERS:
Stephanie Harry

Effective implementation of HQIM requires visioning and planning. Join BSCS to learn how one district developed a plan to ensure equity for all learners in the system through broad and effective implementation of HQIM.

TAKEAWAYS:
Consider how high-quality instructional materials can be used to design more equitable systems.

SPEAKERS:
Jenine Cotton-Proby

Join BSCS to dig into one district’s efforts to enact and monitor a curriculum implementation plan. Consider how their plan incorporates system drivers and the elements of curriculum-based professional learning (CBPL) to support teachers in ensuring equitable student learning outcomes

TAKEAWAYS:
Leaders will walk away with practical approaches to considering system drivers and the elements of CBPL to support teachers in reconsidering their practice and making the shifts needed to ensure equitable outcomes for each student.

SPEAKERS:
Jody Bintz

Want more students at your STEM Table? Your STEM Table is only as big as the chairs you pull up! The session highlights practical, scalable strategies that educators, instructional leaders, and program designers can adapt to a variety of contexts. Rather than viewing rural settings as limitations, we emphasize leveraging local assets—such as community industries, environmental contexts, military installations, and regional partnerships—to create meaningful, place-based STEM learning experiences.

TAKEAWAYS:
Pull up a chair! Learn strategies to design STEM pathways that intentionally include rural learners, connect learning to local assets, and build community partnerships. Leave with concrete tools to give every student a meaningful seat at the STEM table.

SPEAKERS:
Dr. Crystal Ricks, Jessica Minton, Michelle Hendrick

This session provides a practical blueprint for launching and sustaining a cross-grade STEM Ambassador program, covering student selection and training, curriculum development, materials and funding, and time management. Participants will explore how high school students are prepared to serve as effective STEM educators while delivering age-appropriate, standards-aligned instruction to elementary learners through the Design Thinking Process (Ask, Imagine, Plan, Create, Improve, Share). Attendees will engage in a simulated 4th-grade lesson to experience the curriculum in action, gain strategies for building strong school-to-school partnerships, and learn how vertical alignment supports long-term STEM pathways. The session also highlights student-led learning through firsthand insights from high school ambassadors who design and facilitate hands-on STEM challenges.

TAKEAWAYS:
Participants will learn how to design and sustain a cross-grade STEM Ambassador program by selecting and training student leaders, aligning curriculum to the Design Thinking Process, managing logistics and sustainability, and building strong partnerships across schools and the broader community.

SPEAKERS:
Melinda Clark, Lauren Allman

Effective advocacy requires not just passion, but also preparation and skill. This interactive session will equip science education leaders with the tools and confidence to advocate for STEM priorities at every level of government. Participants will learn techniques for crafting compelling messages, building coalitions, and sustaining advocacy campaigns over time. The session will include role-play scenarios and resources to help leaders become strong, informed advocates for science education.

TAKEAWAYS:
Federal STEM policy is increasingly tied to national priorities like AI and workforce development—knowing how to align your message with these themes is essential for effective advocacy.

SPEAKERS:
James Brown

West Chicago Community HS Science has transformed its program to better serve a diverse student body by offering purposeful courses and student-centric classrooms. These changes are driven by three tenets that shape culture, instruction, and curriculum: create a place students want to be, make every kid's brain “hurt” daily, and ensure all learners think, act, and speak like a scientist. In 12 years, enrollment rose from 82% to 89%. During this time, Honors/AP/Dual Credit participation grew 8%, with Latino representation nearly doubling. Additions also included the creation of healthcare career pathways. Instruction shifted to inquiry, problem-solving, and discourse. The improved program at West Chicago Community HS demonstrates how a clear vision, intentional design, and commitment to student-centered learning can create dynamic science experiences for all. Participants will leave with a roadmap, reflective tools, and strategies to drive change in their own classroom or department.

TAKEAWAYS:
West Chicago HS Science models transformation by purposefully changing climate and courses. Driven by 3 tenets: build a place where students want to be, make students’ brains “hurt” & think like scientists. The result: enrollment & advanced courses increased as Latino participation nearly doubled.

SPEAKERS:
Scott Albright

Leading a STEM school with excellence is challenging, requiring skills and competencies not available by taking classes or from reading books. This session will present and explain a top-10 list of work tasks that leaders (assistant principals, principals, etc.) of STEM schools should be doing.

TAKEAWAYS:
During this session, attendees will have the opportunity to reflect on their practice and evaluate their time spent and focus given to specific leader-work tasks. Based on the presentation, attendees will modify, rank, and prioritize their own top-10 list for implementation in their daily practice.

SPEAKERS:
IV Bray

The presenter uses her research-based Identity-Belonging-Agency (IBA) framework to guide attendees in their thinking about their roles as STEM leaders. This presentation introduces a reflective leadership approach that can support teacher growth towards embodying the presenter’s four inclusive teaching mindsets pathways. The presenter will use her Inclusive Teaching Mindsets tool to discuss coaching options that support STEM teacher growth and ways to align professional learning with justice-centered practices.

TAKEAWAYS:
Attendees will learn a reflective process that supports teacher growth towards embodying inclusive teaching mindsets that can transform STEM classrooms into spaces of belonging, innovation, and agency.

SPEAKERS:
Sherita Flake

Unfortunately, public health measures taken during the pandemic and post-pandemic years have engendered widespread political and public hostility. This workshop will explore how effective Biology education can counteract these trends by promoting student understanding of disease mechanisms and of the scientific tools available to safeguard human health. Every crisis brings opportunity, and behind the challenges we face as science educators is a looming opportunity to engage our students in some of the most important questions that affect their lives. Even our youngest students are acutely aware of the ways in which the Covid pandemic has impacted their lives, and this awareness provides a genuine opportunity to engage students with the scientific process. The ways in which diseases such as cholera, smallpox, the flu, and Covid affect the human body will be explored in light of recent research. The science of specific countermeasures for each will be review

TAKEAWAYS:
The application of core biological principles to the challenge of disease presents a unique opportunity to engage students with topics of interest that are deeply relevant to their everyday lives. As a result, they can be used to enhance student interest and teaching effectiveness.

SPEAKERS:
Kenneth Miller

The Emerging Leaders in STEM program combines virtual STEM career workshops with in person biotechnology laboratory sessions to build a sense of community and belonging in students to increase their confidence in pursuing a career in STEM. This model combines lessons in career education, speaker sessions with STEM professionals and the technical skills and knowledge required in a STEM career to better prepare students to be internship and college ready. By using a hybrid model, the program is scalable to so the program can be run in different communities and adapted to local needs by using training teachers locally to run the summer sessions.

TAKEAWAYS:
This session will go over how the Emerging Leaders in STEM program is run, discuss techniques that can be used in informal and formal education, and discuss the teacher training model.

SPEAKERS:
Ashley LaVerdure, Benedetta Naglieri

Securing funding is one of the biggest challenges facing STEM educators and program leaders. This session introduces a practical, step-by-step framework designed to help participants write competitive, persuasive, and sustainable grant proposals. Attendees will explore strategies for aligning proposals with funder priorities, presenting compelling data, creating realistic budgets, and planning for long-term program impact. The session emphasizes accessibility, helping small or under-resourced organizations compete successfully for funding while ultimately expanding STEM opportunities for diverse learners.

TAKEAWAYS:
Participants will learn how to design competitive STEM grant proposals that align with funder priorities while embedding sustainability strategies to ensure long-term program impact beyond initial funding.

SPEAKERS:
Elizabeth Hann, Lisa Fellers, Kelli Evans, Jackson Dickman

The decision to adopt and implement high quality instructional materials that support three-dimensional phenomena - based and problem driven learning across middle and high schools is a massive undertaking for any school district that requires some strategic partnering.. The leadership work needed to ensure successful implementation begins with a clear vision for effective science teaching and learning and a group of leaders who understand and know how to plan, ask questions, collaborate and execute. Join us as we enter into the district’s leadership process for year 1 implementation with some common professional learning experiences, scenarios and resources that were leveraged to develop a strong, collaborative and diverse team of educators committed to successful learning outcomes for teachers and students.

TAKEAWAYS:
Building and growing partnerships that enhance learning outcomes for a diverse community of students, teachers and leaders requires planning, execution and a commitment to growth.

SPEAKERS:
Zoe Buck Bracey, Douglas Watkins, Shannan Pullara, Nancy Hopkins-Evans, Kate Henson, Elizabeth Johnston, Keyerria Howard

Come learn how federally funded science education research projects have made impacts on K-12 classrooms. Science teacher educators and education researchers will share examples of projects and the practical contributions they have made to teaching and learning. They will also describe the mechanisms for funding science education research, including details about recent changes, and share their perspectives about the ways shifting funding priorities for research may have downstream effects in the future. In an effort to bridge research to practice, the session will provide attendees with an opportunity to have a two-way dialogue around meaningful participation in funded projects and advocacy for funding that impacts science education.

TAKEAWAYS:
Attendees can expect to learn how funding for science research directly impacts teacher professional learning and classroom practice, and why it is important to advocate for funding priorities that include K-12 teaching and learning.

SPEAKERS:
Ashley Iveland, Troy Sadler, Ryan Summers, Debi Hanuscin, Hosun Kang

Participants will explore how a schoolwide focus on Claim-Evidence-Reasoning (CER) strengthens both literacy and science instruction through culturally responsive, phenomenon-based learning in preparation for the CAST (CA Science Test) and other statewide assessments3. Using an antibias lens, educators will examine how NGSS-aligned practices can be woven into existing initiatives such as the Science of Reading, Project-Based Learning (PBL), and Civic Engagement to support deeper understanding and improved outcomes on CAST and SBAC assessments. The session highlights how districts such as Pasadena Unified School District have built coherent systems connecting early literacy, STEM, and community action to create inclusive, justice-centered classrooms. Attendees will leave with replicable strategies and leadership tools that support schoolwide integration of NGSS while cultivating student voice, critical thinking, and agency in authentic, meaningful contexts.

TAKEAWAYS:
Integrate Equity and learn how aligning NGSS instruction with existing initiatives such as the Science of Reading, Project-Based Learning, and Civic Engagement can simultaneously advance inclusion, deepen understanding, and raise SBAC and CAST performance with an example schoolwide action plan.

SPEAKERS:
Leena McLean

Collecting and analyzing data to inform decision-making is an important step in sustaining broad and effective implementation of HQIM and the practices likely to improve each student’s learning. Join BSCS to dig into one district’s efforts to enact and monitor a curriculum implementation plan.

TAKEAWAYS:
One important step in sustainability of teacher and leader practices that are likely to improve the learning of each student is to collect and analyze implementation data to inform decision-making.

SPEAKERS:
Jenine Cotton-Proby

High school science teachers commonly give failing grades. While the failure might stem from a variety of causes including struggling with the material, disengagement, or frequent absences, high school leaders are tasked with assisting students who fail science courses required for high school graduation to remediate the course credit. A common way leaders do so is through enrolling the student in online credit recovery, most likely an asynchronous platform that students engage with to earn lost course credit. However, research finds online credit recovery is particularly in conflict with the NSTA position on a strong high school program for high school students, with science credit recovery students having lower performance compared to other subjects. We will explore why science courses are particularly challenging to remediate with credit recovery and ways leaders should structure credit recovery for students failing science for quality 21st century science education.

TAKEAWAYS:
Students who fail science courses need remediation that is engaging and applicable. We spotlight the work of leaders in providing these opportunities to students and highlight the importance of science teacher agency even if students are enrolled in digital learning through asynchronous courses.

SPEAKERS:
Hector Moya

Evidence-based science is under unprecedented attack by conspiracy theorists and vested interests. These attacks are newly-empowered, omnipresent, and designed in ways that directly target the goal of building scientific literacy as defined by the National Academy of Sciences: “knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity.” As science education leaders, our work means nothing if, we don’t build this kind of scientific literacy and create informed and engaged citizens (in addition to satisfying local and national standards, of course). To do that, we must understand the sources of these attacks, and refocus our teaching in ways that empower students to recognize and reject misinformation and disinformation. We can best do this by focusing on critical thinking, source evaluation, and a deeper understanding of scientific evidence and the nature of science.

TAKEAWAYS:
As science educators, we must understand sources of anti-science rhetoric and the tactics of denialists, and equip students with functional scientific literacy to recognize and reject disinformation. To succeed, we must utilize existing strategies and create new ones attuned to students’ worldviews.

SPEAKERS:
Joseph Levine

Representation in STEAM is a series of guest speaker sessions where STEAM professionals visit classrooms to educate students, particularly those from traditionally underrepresented groups, about their careers in science. The series aims to advocate for students of all backgrounds to consider careers in science and engineering. Students are more likely to envision themselves joining the STEAM field when they have exposure to a variety of STEAM careers from professionals who also share common backgrounds as the students. The session will discuss how a small Title I school was able to form partnerships with STEAM professionals, ranging from former astronauts to engineers from the nation’s top corporations, to provide expanded learning opportunities for students. The session will also cover how teachers, coordinators, and admins can potentially develop community partnerships to bring the series to their own schools.

TAKEAWAYS:
Participants will learn about the logistics of developing a STEAM advocacy series. They will be introduced to various approaches that can foster strong partnerships with STEAM professionals in their communities based on real-life experience from a middle school STEAM coordinator and principal.

SPEAKERS:
James Choe, Sarah Kim

Join this interactive session to examine how environmental literacy as operationalized through the free California-focused Seeds to Solutions units, can serve as a bridge across statewide efforts—from civic engagement to the Native American Model Curriculum to science implementation. Participants will analyze examples and consider how to bring this integrated approach to their own classrooms, schools, and districts.

TAKEAWAYS:
Participants will explore how to braid together statewide efforts (e.g., civic engagement, Native American model curriculum, and science implementation) using Seeds to Solutions instructional units.

SPEAKERS:
Holly Steele, Rachel Myers

Since 1998, the Project Approach has been a method of STEM learning, independent/small group investigation of child-led learning that takes place over a period of weeks. Children ask the questions, and do the investigations. Adults help guide their learning. Leaders who “get it” often struggle to get teaching staff to move out of their comfort zone and into child-led investigations. Yet NY and other states standards state “Planning and carrying out investigations to answer questions or test solutions to problems in PK–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.” And “With guidance, plan and conduct an investigation in collaboration with peers.” With encouragement, guidance, and small steps, staff can make significant changes in their practices. Some successes will be shared, and participants will share their success and challenges and plan to advocate for these changes.

TAKEAWAYS:
Leaders can be change agents to help reluctant early childhood staff go from teacher led "lessons" to inquiry that includes children at their own levels and interests and then advocate for this learning.

SPEAKERS:
Ellen Cogan

Action-Oriented Pedagogies (AOP; Weinberg et al., 2024) is an innovative framework that supports educators in moving beyond knowledge-centered student outcomes, towards more participatory and action-focused teaching and learning. Join us as we dive into AOP and workshop ways to couple student STEM learning with real-world work that truly matters to them. This session explores the key elements of AOP: Imagining Preferred Futures, Planning for Co-Produced Impact, Taking Agentic Action, and Leaving a Legacy. Participants will collectively discuss how to incorporate these elements into their unique teaching contexts, with guidance and examples from practicing educators who use AOP in their own classrooms to foster locally-relevant connections to content, develop students’ transferable science and engineering skills, and amplify student voice in their communities. Participants will leave with tangible strategies, tools, and insights to support their own students’ agency and action.

TAKEAWAYS:
Participants will gain a foundational understanding of Action-Oriented Pedagogies and tools, insights into how they can be used to support community-based student action and amplify student voice, and tangible ways in which they might incorporate the framework into their own learning spaces.

SPEAKERS:
Brianne Loya, Janet Ankrum, Sarah Suloff

In this session we will be sharing our experience as science coaches for the last 11 years working with teachers in grades K-12. We will discuss the many hats that coaches wear from mentors to data specialists to curriculum developers. We will share tools to manage all of these roles as well as help ways to organize yourself within this fast paced, multirole position. Participants will discuss tools we use to gain the trust of teachers and coaching maps used to help teachers focus on their goals. This presentation will have participants practice using some of these tools prior to them leaving the session so they are comfortable using them with their own teachers. Some examples of our methods are: Strategies for connecting during one on one coaching meetings How to set achievable goals with teachers How to set up interventions with struggling teachers

TAKEAWAYS:
Are you a science coach or teacher leader K-12? Come learn some "tricks of the trade" from science teachers turned coaches. Learn some tools for your coaching tool box and learn some techniques to help your coaching skills and improve your relationships with teachers.

SPEAKERS:
Brian Newburger, Nicole Jessie, Nancy Donohue, Samantha Levine

The Midwest STEM Alliance for Rural Elementary Science is a newly-funded NSF project that spans across Iowa, Minnesota, and Kansas with the goal of fostering a regional community of practice (CoP) for rural elementary STEM teachers. We will detail our approach to building relationships and facilitating professional learning among rural elementary teachers, university faculty, and state education leaders. Attendees will learn how we're promoting meaningful and responsive sensemaking experiences by prioritizing a multiple literacies approach and how we're preparing our Corps members to become professional learning providers for their peers. We'll highlight the results of our Rural Elementary Science Needs Assessment that we are using to guide the development of professional learning opportunities for teachers. We will explain how our virtual and in-person meetings are designed to create a strong, dynamic, and sustainable community despite the vast geographic distances. The presentation w

TAKEAWAYS:
Learn practical strategies for building and sustaining a collaborative community of practice to support teacher leaders in rural and geographically isolated settings.

SPEAKERS:
Selin Akgun, Gillian Roehrig, Imogen Herrick, Dana Atwood-Blaine

The American educational system has made great strides toward increasing the representation of first-generation students in STEM. However, fewer initiatives have focused on supporting first-generation students who go on to become STEM faculty themselves. These first-generation faculty (FGF) are the linchpins of first-generation programming and bring irreplaceable experiential knowledge to the profession. Even so, FGF also face unique challenges, and many find themselves feeling out-of-place at various points in their academic careers. In this presentation, an FGF neuroscientist turned university administrator will highlight the lived experiences of FGF and suggest actions that administrators and other faculty leaders can take to foster the success of FGF at all levels of the profession.

TAKEAWAYS:
Participants will hear the stories of first-generation students who have gone on to become STEM faculty themselves and will learn practical strategies to support the success of this unique group of educators.

SPEAKERS:
Natalie Ceballos

How can schools move beyond single lessons toward districtwide systems that make sustainability and civic engagement central to science education? This session shares Laguna Beach USD’s journey to embed environmental literacy and sustainable practices across classrooms and operations, culminating in student-led, competency-based civic projects. Grounded in NGSS, California’s Environmental Principles & Concepts, and the U.S. Department of Education Green Ribbon Schools Pillars, our work links dashboards, zero-waste initiatives, outdoor learning, and wellness programs to interdisciplinary instruction. Participants will see project-based units, Green Team leadership, and Seal of Civic Engagement projects using local data (energy, waste, water, health) as phenomena for inquiry. Attendees will leave with practical strategies, rubrics, and resources to transform campuses into living laboratories where students analyze evidence, design solutions, and act for sustainability.

TAKEAWAYS:
Participants will learn how to design and scale districtwide systems that connect NGSS-aligned environmental literacy, sustainability practices, and authentic community engagement into student-led, project-based civic action rooted in local data and global issues.

SPEAKERS:
Chad Mabery

Explore how a multi-year teacher leadership initiative evolved into the development of a formalized program to prepare facilitators for curriculum-based professional learning and learn how these PL providers are supporting scaled curriculum adoption efforts.

TAKEAWAYS:
Participants will gain insight into the key components of a long-term teacher leadership initiative, including how it informs professional learning for PD providers, through an immersive experience that highlights our curriculum-based facilitator preparation model.

SPEAKERS:
Elizabeth Chatham, Dora Kastel

Too often, minority students are sitting on the sidelines of STEM—watching others play the game they were born to lead. This interactive workshop invites educators to reimagine their classrooms as inclusive STEM arenas where every student, especially those historically underrepresented, has the opportunity to participate, innovate, and win. Through culturally responsive teaching strategies, identity-affirming practices, and collaborative coaching, participants will explore how to dismantle barriers and elevate belonging. Grounded in both equity and advocacy, this session empowers educators to become active change agents—ensuring that students of color don’t just enter the game, but redefine how it’s played.

TAKEAWAYS:
Every student deserves a chance to play—and win—in STEM. With the right coaching, support, and access, minority students don’t just join the game—they change it.

SPEAKERS:
Sierra Graves

The Escondido Union School District Science Field Work Consortium gives TK–8 students access to diverse local science experiences at no cost to families. Driven by 7 community partners, programs build on science understanding, conservation efforts and challenge students to advocate for themselves and the world around them. The district codesigns NGSS aligned curriculum including 3-8 grades with Project Based Learning units and field trips. This consortium highlights district leadership in advancing equitable science learning. The San Diego Zoo Safari Park has championed the 6th grade program for over 6 years. The Herd Heroes program was codeveloped from the ground up in a truly collaborative effort between EUSD and SDZSP education teams by designing PBL units that integrate classroom and on site lessons where students advocate for human impact on a local and global scale. This partnership is one piece of a larger puzzle that demonstrates the success of district community collaboration.

TAKEAWAYS:
EUSD provides a lens of their students' needs and collaboratively creates experiences with community partners who bring expertise and passion for their fields. Coming together to create programs with equitable access that celebrates science experiences at every grade level for every type of learner.

SPEAKERS:
Sonja Jaramillo, Kristen Wrisley

Want to get more community involvement in your science program? Come hear how we plan, promote and run a variety of science themed community events in our districts. We will highlight the process we have used to pull off district wide science themed evenings. In our School Makerfaire our students present projects that are worked on both independently at home, and as part of the school’s curriculum. They participate in district wide design challenges as well as grade specific challenges. Local Scientists talk about projects they are working on to show "next steps" for young scientists. Our Family STEM Night highlights activities that can be done with household objects to teach various science topics at home. These topics cover both science and engineering practices. The Night under the stars highlights astronomy activities as well as stargazing with the local astronomy club.

TAKEAWAYS:
Participants will come away with several ideas for community science events and helpful hints on how to plan and promote these events. It is a way to get families involved in science education and show students what scientists in their communities are working on in various fields.

SPEAKERS:
Brian Newburger, Nicole Jessie, Nancy Donohue, Samantha Levine

This interactive simulation experience challenges participants to explore how their local STEM ecosystem can be intentionally leveraged to address real community and education challenges. Rather than viewing STEM initiatives as isolated programs, this session helps educators and leaders see their region as a connected system of schools, industry, higher education, nonprofits, and community assets.

TAKEAWAYS:
By the end of the experience, attendees will leave with a clearer understanding of how to activate their STEM ecosystem, strengthen cross-sector collaboration, and apply the “ecosystem equation” to drive meaningful, sustainable change.

SPEAKERS:
Jessica Short

Led by members of NSTA Post Secondary Science Committee, this session introduces one of NSTA’s appointed committees and highlights its role in advancing the association’s mission of promoting excellence and innovation in science education. Presenters will share the committee’s purposes, current initiatives and contributions to NSTA’s strategic priorities, including support for educators and collaboration across the science education community. Attendees will learn how the committee provides professional leadership opportunities while fostering collaborative experiences and conversations. The session will outline the appointment process, expectations of service, and benefits of participation. Time will be provided for questions and discussion so participants can connect their professional interests to the committee’s work.

TAKEAWAYS:
No matter the level of NSTA experience, participants will leave with actionable steps for becoming part of the Post Secondary Science Committee and a clear sense of how their service can help shape the direction of science education.

SPEAKERS:
Flavio Mendez, Cheryl Robertson, Melissa Parks

Undergraduate staff in USC’s JEP STEM programs serve as science communication leaders whose engagement uniquely positions them for success in healthcare, education, and STEM professions. Through active teaching, mentoring, and outreach, these undergraduates develop critical skills in communicating complex scientific ideas to diverse audiences, from K-12 students to community partners. Many JEP STEM staff plan to enter careers as physicians, pharmacists, dentists, and educators, where interpersonal and science communication are essential for effective patient care, community health literacy, and classroom engagement. This experience catalyzes student self-efficacy and science identity, directly correlating with motivation for health and STEM community service, and enhances their qualifications for medical, dental, pharmacy, and teaching programs seeking candidates with strong public-facing skills. The JEP STEM pathway thus boosts undergraduate readiness for professional roles requiring communication skills.

TAKEAWAYS:
Undergraduate participation as science communicators in JEP STEM not only develops essential communication skills but also directly prepares students for impactful careers in healthcare, education, and STEM fields where translating complex science for diverse populations is a critical asset.

SPEAKERS:
Jonah Firestone

This presentation will describe an integrated model for connecting families, PreK-3 teachers, informal STEM organizations, university faculty, and preservice teacher candidates with the overarching goal of improving science education at the early childhood and elementary levels. Inquiry-based lessons and engineering activities that bridge the divide between home, school, and the broader community will be provided. This replicable model helps to build community partnerships, encourages family engagement in science, provides opportunities for undergraduate education majors to practice pedagogy in authentic situations, and scaffolds the integration of science into preexisting preschool and elementary curricula through professional development and volunteer opportunities. Surveys, questionnaires, and interview data will be presented to demonstrate the effectiveness of this framework and how it can be used to support STEM learning in a variety of educational and informal settings.

TAKEAWAYS:
The main takeaway of this session is the potential replication of a professional development model to encourage STEM partnerships at the PreK-3 level. Audience members will receive an integrated framework for supporting science in the classroom, at home, and through informal family science events.

SPEAKERS:
Marcia Fetters, Betty Adams, Brandy Pleasants, Meredith Reinhart

Attendees will learn results from a study that assesses students’ K-12 STEM backgrounds, student learning, and confidence development. The study surveys students in a new U.S. Department of Labor grant funded experiential apprenticeship program in construction management. The program was recently launched by a major university as an alternative to post-secondary programs which are often inaccessible to underserved groups due to costs and competitive admissions. Attendees will be introduced to the intensive 8-week program that integrates the fundamentals of architecture, engineering, and construction (AEC) with hands-on, real-world activities to provide the foundational knowledge for construction management careers in the AEC industry and comply with industry educational and apprenticeship accreditation standards. Attendees will learn how the program scaffolds student engagement by involving industry leaders in teaching, field trips, career fairs, student interviews and internships.

TAKEAWAYS:
Attendees will discover how an innovative 8-week hands-on multidiscipline real-world training and internship program enhances STEM learning, confidence and readiness for construction management careers for the underserved in the AEC industry.

SPEAKERS:
John Montalvo

This session presents how an online teacher professional learning (PL) program is addressing the unique needs of rural educators in grades 3–5 by creating opportunities to connect with peers, engage in intentional STEM tasks tied to local communities, and leverage community assets. The PL supports teachers in understanding the instructional shifts called for by the Next Generation Science Standards (NGSS). The program includes an intensive online summer institute followed by five types of “modest supports” designed to sustain the implementation of the NGSS: synchronous professional learning community sessions, structured materials such as NGSS lessons and a resource library, dedicated project-sharing spaces, and project newsletters. We will share program features and teacher perspectives, offering insights into sustaining PL outcomes that support the unique needs of rural teachers. Attendees will leave with “modest supports” that they can implement in their own communities.

TAKEAWAYS:
Learn how online professional learning with modest supports that can help rural teachers implement and sustain NGSS instruction. Attendees will gain practical ideas for designing supports that build teacher capacity and foster professional community.

SPEAKERS:
Ryan Summers, Ashley Iveland

Join us as we share our districts’ journey in migrating K–8 science programs to NGSS over the past several years. This interactive session will focus on the leadership strategies, teacher support systems, & curriculum redesign processes that made implementation successful. Implementing NGSS requires much more than swapping out lesson plans—it involves rethinking curriculum, supporting teachers through significant instructional shifts, & engaging stakeholders. District Science leaders from North Rockland & South Orangetown will share how their districts successfully moved their K–8 science to align with NGSS. We will explore: Strategic planning and pacing: how we mapped out a multi-year migration plan while building teacher capacity Professional learning structures: how we built teacher confidence and buy-in through collaborative PLCs & embedded coaching. Curriculum design: examples of programs we integrated while using the 3 dimensional design of NGSS

TAKEAWAYS:
Participants will leave with actionable ideas to guide system-wide change, build teacher buy-in, and sustain a culture of three-dimensional science learning.

SPEAKERS:
Samantha Levine, Brian Newburger, Nancy Donohue, Nicole Jessie

Discover how one Title I school used a school garden to grow a culture of leadership, collaboration, and innovation. This session shares how a small hydroponic garden grew into a district-recognized model for STEM leadership and practice. What began as a classroom project now unites STEM, culinary arts, and health programs through hands-on, sustainable learning. Attendees will see how this initiative sparked teacher leadership, community partnerships, and cross-curricular innovation while improving student engagement and achievement. The session will highlight strategies for scaling impact, from writing grants and building partnerships to mentoring colleagues and creating programs that connect learning to real-world impact. Participants will receive resources for project planning, leadership reflection, and community outreach. Whether you are starting small or leading districtwide change, you’ll leave inspired and equipped to grow a sustainable, high-impact STEM culture at your school

TAKEAWAYS:
Explore how garden-based STEM can serve as a platform for teacher leadership and student empowerment. Leave with tools to build partnerships, sustain growth, and lead meaningful, hands-on programs that transform teaching, learning, and community engagement.

SPEAKERS:
Barbara Rebeor

In White Plains, STEM education doesn’t end when the bell rings—it continues through the stories we share. The WP STEM Newsletter is a powerful communication tool that connects families, educators, and the broader community to the “wow” factor of science, math, and technology. This presentation will explore how a simple newsletter can become a strategic leadership tool to advance STEM education at the classroom, school, and district levels. Attendees will learn how to spotlight student achievements, promote district initiatives, and secure ongoing support and funding by showcasing authentic learning moments. We'll discuss practical strategies for content creation, student involvement, and aligning messaging with district goals. Participants will leave with templates, planning tools, and inspiration to launch or enhance their own STEM communications—empowering them to lead beyond the classroom and build a culture of celebration, connection, and innovation.

TAKEAWAYS:
Discover how a STEM newsletter can be a powerful leadership tool to connect communities, celebrate student success, and sustain innovation—advancing STEM education beyond the classroom. Learn how to build a high-functioning vertical team of STEM leaders to sustain the project.

SPEAKERS:
Kimberly Fleming, Susannah Waksberg

Motivating students can be challenging, especially with so many distractions from the curriculum. At the same time, students are usually left out of the curriculum development process entirely. How can students and educators be authentic partners in designing learning experiences that make them willingly take ownership of their learning? How can educator expertise (in content and pedagogy) be combined with student expertise (in their backgrounds, interests, and life and career aspirations)? What are the benefits and challenges of curriculum partnerships? Whether you have attempted such partnerships before or are curious about doing so, come to share, hear, discuss, and reflect on ideas for how students can be truly involved. You’ll leave with a list of considerations and strategies for student-educator curriculum partnerships.

TAKEAWAYS:
Participants will share and learn about successes and challenges of partnering with students on curriculum development and the good that can come of it.

SPEAKERS:
Nicholas Balisciano

Nothing invigorates sciences teachers more than nerding out with other scientists. As a science teacher I can say that!! But what if you could do it all over the US and the world? Come learn how. Not only will you hear about some of my experiences: such as my NOAA Teacher at Sea experience and my Fulbright TGC Senegal teaching experience, but you will learn about professional development opportunities with domestic and international travel opportunities for all you amazing science teachers. Come learn about opportunities, application dates, application tips and what all you might get a chance to take part in. From scientific cruises, geological digs, arctic research, restoration work, space camps, leading professional development to other teachers internationally and of course teaching in other countries. These experiences can invigorate your teaching, help you build fun and relevant curriculum and allow you to connect with a network of travel loving science teachers!

TAKEAWAYS:
Come learn about professional development opportunities that will reinvigorate your teaching, allowing you to see science happening around the United States and the world.

SPEAKERS:
Victoria Obenchain

Ready to empower your district’s science leadership? In this session participants will engage in the design and development processes of a professional learning series to build capacity of site-based leaders to effectively coach their K–12 science educators. The session will guide participants through the core elements of high-quality science instructional leadership pathway, including how to give actionable feedback to drive high-quality science instruction for all students. The session facilitators will also share lessons learned after three years of administrator cohorts. Walk away with a roadmap to cultivate a culture of Framework-driven scientific instruction and elevate science learning for all students. This session is appropriate for leaders in the K-8 span.

TAKEAWAYS:
Empower K–12 science instruction by coaching school leaders. This session provides a model to support administrators' understanding of high-quality science routines, pair effective classroom observations with actionable feedback, and create a personalized action plan for their school.

SPEAKERS:
Kristin Lilley, Dawn Bien, Kristoffer Carroll, Anne Craddock, Audri Rosen

During this workshop, participants will learn about the Data Initiative for Environmental and Climate Action in California's TK–12 Schools, an equity-informed, data-driven approach that paints a landscape of progress towards sustainability, resiliency, and environmental literacy across all of California’s public school districts. We will explore how to use this groundbreaking dataset focused on school sustainability policies and initiatives with your students to drive agency towards change. Participants will experience activities and resources as part of a solutionary PLB framework to explore local environmental issues and learn about current mitigation solutions being implemented in school districts across the state. The session will end with resources to support your students with advocating for action in their communities in California and beyond.

TAKEAWAYS:
Participants will learn how this real-world data set can support students to ask authentic questions, use computational thinking to determine problems, and empower students to advocate for positive change in their communities.

SPEAKERS:
Sarah Watanabe

Come learn about the elements of a successful leadership development program that has produced 2 national and 12 state presidents plus dozens of board and committee members in professional science associations in North Carolina. This session demonstrates how our program actively involves participants in learning experiences that are guided by the Framework and NGSS and focus on critical skills needed for leaders to flourish in leadership roles in any capacity and level. The program is designed for those wanting to improve their leadership skills and actively seeks variety of all types among its cohorts to help ensure diversity in future leadership in all areas. It draws applicants from classroom teachers, central offices, universities, informal science, and other venues with the need for leaders in STEM education. Participants will engage in a sample learning experience and subsequent discussion to how it applies to leaders. Handouts provided.

TAKEAWAYS:
Participants will gain an understanding of critical elements that form the basis of a successful leadership development program through participation in a learning experience and overview and discussion of the other elements.

SPEAKERS:
Brad Rhew, Pat Shane

Teacher shortages and high turnover rates continue to challenge schools nationwide, making district-level advocacy for teacher support essential. Northwest ISD developed New Teacher Academy, a yearlong professional learning and mentorship model designed to inspire and retain teachers while building instructional capacity. District science leaders will share how the academy’s structure, agendas, and support systems equip teachers new to the profession and those new to the district. Participants will explore the role of mentorship and Teacher Support Specialists as bridges between curriculum, leadership, and classroom practice. Session activities include reviewing practical tools (agendas, look-for forms, and planning guides) and applying them fit the needs of your own district. Leaders will leave prepared to advocate for sustainable systems of support that move teachers from hired to inspired, ensuring retention and long-term success.

TAKEAWAYS:
Attendees will learn how district leaders can advocate for and implement a New Teacher Academy that blends mentorship, ongoing PD, and leadership support to inspire new teachers and improve retention.

SPEAKERS:
Courtney Toht, Kelly Suarez

Ready to take your sensemaking skills to the next level? In this extended, in-depth session, participants will use the NSTA Sensemaking Tool to thoroughly evaluate instructional materials and provide meaningful, criteria-based feedback. You’ll apply the tool to real lessons, identify key strengths and growth areas, and engage in collaborative discussion to build consensus. The session will also include an overview of the NSTA evaluator process for those interested in becoming formal reviewers. Walk away with increased confidence, practical experience, and a clearer pathway to serving as an NSTA reviewer.

TAKEAWAYS:
Apply the NSTA Sensemaking Tool with confidence to support teachers as they make instructional shifts that promote student sensemaking.

SPEAKERS:
Zoe Evans

Unleash their potential! Middle School is an exciting time for trial and error! Students are beginning emerge into the leaders they will one day become. This session is designed to discover and explore personal leadership styles to help individuals develop teaching moves to improve classroom collaboration and develop future leaders!

TAKEAWAYS:
Discover your leadership style and leave with strategies to boost collaboration, spark richer discourse, and nurture every student’s leadership in science.

SPEAKERS:
Kat Chamberlain

Coaches and chairs are more than a title. They are potential agents of change when their roles are clearly defined, intentionally trained, and supported over time. This session explores how science coaches and department chairs guide individual teachers and lead PLCs to strengthen practice and build collaborative cultures, much like teachers create student-centered classrooms. Drawing on research and extensive experience, participants will examine strategies for preparing and sustaining these leaders across four critical domains of content knowledge, pedagogy, coaching skills, and facilitation. Attention will be given to how clear vision and sustained support for these agents of change connect research-based best practices in science education to improved teacher growth, collaboration, and student learning. Attendees will leave with practical strategies to strengthen coaches and chairs as drivers of meaningful and lasting school improvement.

TAKEAWAYS:
Science coaches and chairs drive change by guiding individual teachers and leading PLCs. This session highlights how clear roles, training, and support for these agents of change can build teacher growth, collaboration, and stronger student outcomes.

SPEAKERS:
Gregory MacDougall