Artificial intelligence is rapidly entering science classrooms, yet many educators are unsure how to begin using it in purposeful and responsible ways. In this introductory session, participants will explore what AI is, what it is not, and how it can support NGSS sensemaking without replacing student thinking. Through live demonstrations and simple classroom examples, educators will learn how AI can help students ask better questions, strengthen reasoning, and engage more deeply with phenomena. The session highlights ethical use of AI as a partner in science learning.

TAKEAWAYS:
Participants will understand how to use AI as a tool for sensemaking that strengthens student questioning and reasoning while supporting phenomenon-based science learning routines.

SPEAKERS:
Chris Lazzaro, Velma Itamura

Discover innovative ways to bring bioethics into your classroom through the thought-provoking Playing God? podcast from The Johns Hopkins Berman Institute of Bioethics. Using real-world stories of medical advancement, this session highlights how storytelling can spark curiosity, invite critical dialogue, and engage all learners in exploring the intersection of science, ethics, and society.

TAKEAWAYS:
Attendees will learn strategies to use real-life bioethical dilemmas from Playing God? to foster interdisciplinary, inclusive, and participatory science learning that develops students’ critical thinking and global awareness.

SPEAKERS:
Kenji Nomura

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

This session focuses on the trilogy of NSTA Press books on the Three Dimensions and is led by NSTA’s former in-house expert on science standards who recruited the lead authors of all three books. Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices provides a play-by-play understanding of the practices. Disciplinary Core Ideas: Reshaping Teaching and Learning provides an in depth perspective on the disciplinary core ideas. Crosscutting Concepts: Strengthening Science and Engineering Learning is designed to help educators grasp the foundational issues that undergird crosscutting concepts. These books are written in clear, nontechnical language. Many of the authors contributed to the development of the Framework and NGSS. The authors also share a wealth of real-world examples drawn from their own classroom experiences to show what’s different about three-dimensional teaching and learning at all grade levels.

TAKEAWAYS:
Participants will learn techniques to use these three books to help educators have a deep understanding of practices, core ideas, and crosscutting concepts to foster better student learning in their classrooms.

SPEAKERS:
Ted Willard

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

Are grading, data analysis, and material prep consuming your nights and weekends? This hands-on workshop is your first step toward a sustainable teaching career. We will build a personal automation toolkit using simple offline Python scripts. Learn to auto grade quizzes, instantly graph lab data, and generate differentiated worksheets, reclaiming hours each week. Reinvest this precious time into what matters most: enhancing instruction through targeted student interventions, crafting engaging, phenomena-based lessons, and fostering a more dynamic classroom culture that benefits all learners. This session focuses exclusively on educator well-being, providing practical strategies to reduce burnout by automating tedious tasks. Leave with a USB stick containing your new digital assistant and a practical plan to regain time for what matters most. No prior coding experience required.

TAKEAWAYS:
Attendees will learn to use offline Python scripts to automate grading and data tasks, ensuring student privacy while reclaiming time to reduce burnout and reinvest in student instruction. They will leave with a digital toolkit and the confidence to implement these tools or strategies immediately.

SPEAKERS:
Nitindra Chowdary Pavuluri

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

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

Student agency involves students taking ownership of their learning, and it can have many positive benefits, including motivation and self-efficacy. However, cultivating agency requires opportunities to do so. What kinds of agency opportunities do educators provide? How receptive are educators to providing them? Do science teachers differ from teachers in other subjects in these regards? In this session, I’ll share what we know about student agency, what it can look like in science, the findings of recent research, and what else we have yet to learn about it. Session participants will engage in conversation about the unique affordances and challenges of providing students with agency opportunities and leave with ideas, strategies, and a report on recent research findings.

TAKEAWAYS:
Participants will learn about ways to define agency, what research tells us the benefits of agency are, what agency can look like in science, and the latest research on student agency, both generally and in science.

SPEAKERS:
Nicholas Balisciano

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

Sponsoring Company: JoVE

What Secondary Science Leaders Can Do When Every Teacher Fills the Gaps Differently. Middle and high school science leaders know that curriculum supplementation is common, with most teachers adding videos, labs, or activities to fill gaps. The challenge is guiding supplementation in ways that support instructional quality and coherence across classrooms. This interactive workshop is designed for middle and high school science leaders, instructional coaches, and department chairs responsible for instructional consistency and teacher support. Through live polling, leadership case scenarios, and small group discussion, participants will examine where supplementation occurs, what drives teacher decision-making, and how variation impacts instruction. Attendees will discuss practical strategies to guide supplementation while preserving teacher autonomy, including shared instructional anchors and trusted instructional resources.

SPEAKERS:
Shauna Carlson

In an era of eroding trust in science and rampant misinformation, educators need evidence-based resources to help students distinguish fact from fiction. Science Friday, a nonprofit media organization known for excellence in science journalism, offers free NGSS aligned resources to build science literacy. Our approach bridges the gap between scientific experts and the public through conversational science communication and storytelling. Our resources transform podcast content into engaging educational experiences that help students identify reliable sources, understand how science works, and evaluate claims confidently. The poster features ready-to-use materials across grade bands designed with equity in mind, including curated topic lists, hands-on STEM activities, and book club resources. Attendees will discover strategies for using trusted science media to foster conversations, develop critical thinking, and empower students as informed consumers of scientific information.

TAKEAWAYS:
Attendees will gain NGSS-aligned strategies and free classroom resources to help students identify science misinformation, evaluate source credibility, and develop critical thinking skills for navigating today's information landscape across all grade levels.

SPEAKERS:
Sandra Roberts

Learn about the National Middle Level Science Teachers Association and what we offer to our members.

TAKEAWAYS:
The National Middle Level Science Teachers Association (NMLSTA) is the only national organization dedicated to the support of middle level educators—grades five through nine.

SPEAKERS:
Mary Lou Lipscomb

Elizabeth Zodda has five years of experience teaching an interdisciplinary course that includes both science and social studies. This course examines the relationship between the public, governing bodies, and scientific experts, and aims to develop a deep understanding in students of how science establishes itself as a cultural authority on truth. The course also explores contemporary issues that involve science but cannot be reduced to science alone and clarifies our values in relation to them. The course uses analytical approaches from history, sociology, and philosophy of science, and aims to help students improve their ability to make informed decisions about science-related issues in a democratic manner. In this session, we will explore the connections between this course and the NGSS statement on the Nature of Science and see how the approach can be used for a range of contemporary issues that some students may find controversial.

TAKEAWAYS:
Students are introduced to a novel approach to examining the contributions that science and non-science subjects can make to contemporary issues. They learn about the nature of science in an interdisciplinary course where they can compare the aims and values of science with those of other subjects.

SPEAKERS:
Elizabeth Zodda

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

Sponsoring Company: FLINN

In many science departments, lab safety relies heavily on the individual judgment and past experiences of teachers. However, experience can create blind spots where familiarity leads to informal protocols and unrecognized risks. This session challenges the reliance on personal intuition and introduces a systematic, shared framework for risk management. We will explore how to transition from isolated safety habits to a unified culture where educators explicitly uncover, name, and mitigate hazards through a common language. By moving toward a documented, framework-based approach, leadership can reduce liability and ensure a consistent standard of protection across every classroom. Attendees will leave with a 180-day plan for implementing a comprehensive lab safety framework within their own schools or districts. This session is appropriate for administrators and science teachers at all grade levels.

SPEAKERS:
Jonnathan Medina Ramos, Ph.D.

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

Artificial intelligence is rapidly entering science classrooms, and education leaders play a key role in shaping how it strengthens student sensemaking. This session explores how AI can help students ask stronger questions, reason with evidence, and engage more deeply with phenomena. Leaders will learn how to communicate a clear, purposeful vision for AI use, one that promotes thoughtful integration and supports high-quality science investigations. The session also highlights ways to partner with parents to build understanding and shared confidence in AI’s role in learning. Participants will leave with tools to assess readiness, articulate guiding principles, and position AI as a productive thinking partner in phenomenon-based science instruction.

TAKEAWAYS:
Participants will learn how to guide AI use to deepen science sensemaking, promote purposeful rather than restrictive practices, and engage parents as partners in supporting students’ phenomenon-based investigations.

SPEAKERS:
Chris Lazzaro, Velma Itamura

Science sparks students’ excitement and curiosity about the world! Explore research and discuss how to build your toolbox for engaging others in prioritizing phenomenon-based instruction in elementary students’ curricular experiences; go beyond special activities.

TAKEAWAYS:
Participants will leave with strategies to advocate for integrating science into students’ elementary classroom experiences, on par with ELA and Math.

SPEAKERS:
Yanira Vazquez

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

Discover how the Next Gem Innovators program is transforming STEM education across the Dayton Region through a powerful collaboration with the National Science Teaching Association (NSTA). This session will introduce the structure, impact, and opportunities within the program—designed for educators who are ready to lead real-world, innovation-driven learning both in and outside of the classroom. Participants will engage in a collaborative discussion around current challenges in bringing innovation into the classroom and explore how programs like NGI can empower educators to lead change. The session will conclude with a hands-on activity rooted in one of NGI’s core STEM principles—industry integration, pedagogical innovation, or leadership development—giving attendees a taste of the NGI experience.

TAKEAWAYS:
Participants will leave with a model for empowering educators to lead innovation-driven, real-world STEM learning through strategic partnerships, strong pedagogy, and leadership development—along with practical strategies they can adapt within their own schools and regions.

SPEAKERS:
Jessica Short, Colleen Biers

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

Visiting teachers will explore practical strategies, structures, and resources for starting or strengthening a Green Team within their school community. Drawing on experience advising both upper-elementary (4-5) and middle school (7-8) Green Teams, the presenter will share developmentally appropriate approaches for engaging students in sustainability initiatives. Participants will gain actionable guidance on recruiting student leaders, setting achievable goals, aligning projects with science standards, and fostering collaboration among staff, families, and community partners. The session will highlight real-world examples of student-driven projects such as waste reduction, conservation efforts, and schoolwide sustainability campaigns. Educators can discuss how Green Teams can build leadership skills, environmental stewardship, and authentic science learning. Teachers will leave with adaptable tools and ideas to confidently launch, grow, or revitalize a Green Team at their own school.

TAKEAWAYS:
Attendees will learn about options for meeting schedules, team goals, & varying levels of involvement, so they can decide what will work best for their students. Beginners and those advisors with established teams will leave inspired with actionable ideas to implement and improve their green team.

SPEAKERS:
Kristin Slota

Come hear about the benefits of being a National Middle Level Science Teachers Association (NMLSTA) member. These include the opportunity to apply for classroom teacher awards and the Hurd Award. There are monthly webinars and ideas-of-the-month. Also, great networking and leadership opportunities.

TAKEAWAYS:
The benefits of being involved in NMLSTA.

SPEAKERS:
Alison Seymour

Join us for boppin' lessons that address NGSS K-2 (force & motion, biomimicry, pollination). We integrate computational thinking, literacy, robots, science, and sense-making! We show how we adapted for students' cultural, and linguistic (Apache, Navajo, Spanish) backgrounds.

TAKEAWAYS:
The attendees will learn to analyze and implement interdisciplinary K-2 STEM teaching and learning using 3D NGSS standards, sense-making, aligned assessment and also integrates the language, culture, and place of a community in ways that position young students as leaders for their communities.

SPEAKERS:
Sophie Forbes, Mesina Kee, Deena Gould, Megan Smith

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

In addition to the two-yearly national conferences on science education, NSTA provides year-round in-person, online, and blended personalized professional learning experiences for groups of K–12 educators. This is the ideal formula for best professional learning, as it must be high quality and on-going. So, what are your plans for the teachers in your district of school? Join us to learn what NSTA has to offer. The online option, known as the NSTA Partner Program, provides educators with access to digital resources, virtual events, the online community, expert staff, and digital professional membership for all participants. A variety of in-person workshops are available, including OpenSciEd. Presenters will share case studies that are representative of the different professional learning options available.

TAKEAWAYS:
Education leaders will learn about professional learning opportunities that NSTA offers, delivered in-person, online, and blended that give their teachers the power to personalize their learning as well as the ability to learn with their peers. Some programs include membership for all participants.

SPEAKERS:
Flavio Mendez, Tricia Shelton

As AI becomes a routine part of science learning, educators across roles are looking for ways to lead its purposeful and productive use. This leadership session provides practical guidance for communicating about AI in ways that inspire curiosity, strengthen science sensemaking, and support phenomenon-based investigations. Participants will explore clear, consistent language and implementation strategies that empower teachers, engage families, and encourage thoughtful experimentation with AI as a reasoning partner. The session highlights supportive structures and approaches that help diverse learners and build educator confidence. Attendees will leave with insights and strategies they can adapt to guide AI-enabled science learning in their own classrooms, departments, schools, or districts.

TAKEAWAYS:
Attendees will learn how to communicate and implement AI in ways that inspire curiosity, strengthen sensemaking, and reshape classroom culture through purposeful routines, while partnering with parents and the community.

SPEAKERS:
Chris Lazzaro, Velma Itamura

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

The session will focus on the shift from traditional instruction to three-dimensional, phenomenon-based teaching. Participants will explore how students learn better with phenomena that stimulate student questions and a storyline where each lesson builds on what students have learned in earlier lessons and sets the stage for learning in later lessons. Participants will review examples of anchor phenomena and review a storyline to see how investigative phenomena can be used to support student collection of evidence to answer their questions about the anchor phenomena. We will emphasize having students construct explanations and develop models of phenomena to gather insights into student thinking. Finally, participants will learn a process of developing a phenomenon-based storyline. Through this process, they can see how a coherent storyline can be developed to address all three dimensions, leading to greater student engagement, and fostering a more equitable learning environment.

TAKEAWAYS:
How having students make sense of phenomena leads to greater engagement and better understanding.

SPEAKERS:
Ted Willard

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

This session, designed for teachers, curriculum leaders, science fair coordinators, and STEM administrators, explores the practical and ethical integration of artificial intelligence in science education. Participants will discover how AI is transforming classroom instruction, science fair, curriculum design, and student engagement through real-world case studies and hands-on resources. The session highlights building AI literacy for educators, developing responsible and inclusive implementation guidelines, and reimagining science pedagogy and science fair with AI-powered tools. Attendees will leave with actionable strategies and an “AI-ready” toolkit to ensure all students benefit from innovative, ethical, and engaging science learning in the age of artificial intelligence.

TAKEAWAYS:
Participants will gain practical frameworks and tools to design and implement effective classroom or district AI policies, including clear guidance for science fairs.​

SPEAKERS:
Kurtz Miller

AI is here to stay. Students and educators are increasingly interacting with AI tools, yet too many lack a clear sense of what those tools can, and shouldn’t do. Districts and schools need systemic sense-making, not one-off fixes. Curriculum, teacher professional learning, leadership planning, and community engagement must be aligned so that AI supports learning without introducing bias. Equity and ethics aren’t optional add-ons, they’re central. Students must learn to interrogate fairness, data use, and real-world impact. To act at scale, districts need regionally relevant guidance, strategic roadmaps, and trusted partners who translate research into practical policy, procurement, and classroom-ready practices that help leaders, teachers, and students decide when to use AI and when restraint is wiser. Join us in this interactive session to learn more about an emerging network of K-12 systems taking this on! You will hear real examples and learn about a framework for thinking more dee

TAKEAWAYS:
Session participants will learn about what colleagues in other districts and schools are doing as they utilize a systems-level approach, in addition to learning about a framework for planning for AI literacy for all students.

SPEAKERS:
Vanessa Lujan

Are you trying to move beyond computer science and AI as add-ons? How can emerging technologies meaningfully advance science and STEM education without compromising quality instruction? This session explores OpenSciEd’s new middle school science and computer science integrated units, designed to align with state and district STEM priorities while enhancing students’ scientific sensemaking. Participants will examine how computer science is embedded seamlessly within phenomena-based science instruction to strengthen coherence, rigor, and real-world relevance. The session will also showcase implementation supports and planning guidance for schools and districts considering adoption. In addition, attendees will receive updates on a new effort to integrate AI literacy and use into OpenSciEd Biology units in ways that amplify, rather than replace, student thinking. Participants will have opportunities to provide feedback to inform ongoing development and implementation efforts.

TAKEAWAYS:
Attendees will understand how computer science and AI can be integrated into high-quality science instructional materials in ways that strengthen scientific sensemaking, align with STEM priorities, and support thoughtful implementation at the school, district, and state levels.

SPEAKERS:
Tiffany Neill, Andy Weatherhead

Energy leaks through screens long before we feel “stressed.” This practical session helps science educators re-architect their attention by pairing MBSR-informed pauses with simple systems for email, LMS, and chat. We will map common drains, install notification tiers with a personalized Do-Not-Disturb (DND) map, and provide plug-and-play email/LMS scripts that reduce after-hours spillover while keeping families supported. Participants will develop a 10-minute daily shutdown ritual to prevent evening rumination and launch a 7-day Attention Diet to test what actually improves focus and mood.

TAKEAWAYS:
A personalized DND Map with notification tiers and schedules. An email/LMS script pack for parents, students, and colleagues. A 10-minute shutdown ritual to protect evenings and sleep. A 7-day Attention Diet tracker. A PLC norms template to sustain boundaries as a team.

SPEAKERS:
Michelle Phillips

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

As AI becomes more accessible, many traditional science assignments no longer reveal what students truly understand. This session helps educators move from policing AI use to designing tasks that encourage reasoning, reflection, and deeper engagement with phenomena. Participants will analyze why certain activities are vulnerable to AI shortcutting and learn practical strategies for redesigning them into AI-resilient tasks that surface student thinking. Through live demonstrations and sample routines, attendees will explore approaches that require students to critique, revise, justify, and apply ideas during phenomenon based investigations. The session include a framework to identify non-AI resilient tasks and reivse them into tasks that promote purposeful, sensemaking focused AI use.

TAKEAWAYS:
Educators will learn strategies for transforming traditional assignments into AI-resilient tasks that reveal student reasoning and strengthen sensemaking during phenomenon based investigations.

SPEAKERS:
Chris Lazzaro, Velma Itamura

Participants will explore our project designed to engage elementary and high school students in STEM by fostering curiosity and a lasting love of science. Under the guidance of high school science staff, older students mentor elementary peers through hands-on, inquiry-based activities. Our initiatives include large-scale DISCOVER Day (~1500 participants), school-based mentoring, All Abilities STEM afternoon, and week-long Summer Camps. Elementary students plan and conduct experiments, use computational thinking with MicroBits to explore physical computing, and investigate natural phenomena in biology, chemistry, and physics. High school students, in turn, share their passion while serving as exemplars and leaders. The presentation will showcase activities, make-and-takes, and demonstrations from STEM and DISCOVER days while outlining the steps needed for implementation and discussing results demonstrating how this model challenges students to think about STEM beyond their classroom.

TAKEAWAYS:
Participants will leave with a practical model for connecting older and younger students through engaging community-based STEM activities that build confidence, spark curiosity, and inspire lasting interest in science beyond the classroom.

SPEAKERS:
Becky Mortland, Jeremy Tomaszewski

In this era of science denial K-12 teachers have an opportunity to provide appropriate responses in their programs. This session introduces understandable and achievable responses with clear connections to NGSS and associated state science standards that use the 5E instructional model. This session will include both a short presentation and a brief activity. The activities in this session are contained in a new co-publication by Corwin and NSTA presses.

TAKEAWAYS:
In this era many science teachers have concerns about science denial but express doubts about what they can do. This session's main takeaway is a response to the stated concern--teach students about the nature of science as included in NGSS.

SPEAKERS:
Rodger Bybee

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

Inspired by InSECT, we propose courses that include both science and humanities. Elizabeth Zodda has five years of experience teaching an interdisciplinary course that blends science and social studies and includes students who may not see themselves as science students. In this session you will see how such a course was developed and how it runs. As students investigate current or historical issues that make use of scientific knowledge, we analyze the differences between science and other disciplines such as literature or political science. How do they compare in their approach to knowledge production, interpretation, and communication? Through this unusual classroom experience, students develop an appreciation for science and its role in providing trustworthy and reliable knowledge about the world and come to understand the arts and humanities. Stand-alone lesson suggestions will be included for use in your own classroom to enhance your science students’ connection to current events.

TAKEAWAYS:
Participants will leave with a better understanding of how science and other subjects differ in terms of building up, evaluating and using knowledge. You will be introduced to interdisciplinary methods for discussing the nature of science with your students.

SPEAKERS:
Elizabeth Zodda

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 session will encourage teachers to take stock of their current practices and context. We will then consider strategies for building and cultivating your resilience toolbox so you can work toward being healthier and more effective for yourself, your family, and your students.

TAKEAWAYS:
You will consider how to cultivate competence, confidence, and connection, stay grounded, and set boundaries in your context.

SPEAKERS:
Brooke Whitworth

Sponsoring Company: Savvas Learning Company

Standards alignment is only the starting point. Join us for a complimentary breakfast and an engaging panel discussion with district leaders, educators, and experts to examine what truly distinguishes effective science programs—from phenomena-based learning and coherence to usability and measurable outcomes. We will explore the characteristics of high-quality instructional materials (HQIM), markers of implementation success, teacher support, equity, OER, and the role of AI in K-12 science instructional materials.

SPEAKERS:
Rosamond Kane

Do you have an innovative idea for improving Science, Technology, Engineering or Math learning in your classroom? Is your idea project-based learning with measurable outcomes? What do you need to make learning math and science fun for your students? Engage with teachers who received funding for their ideas and learn tips on how to apply.

TAKEAWAYS:
Teachers will learn about a grant funding opportunity to implement an innovative idea in their classroom.

SPEAKERS:
Sue Whitsett

Have you ever wondered how you can be a part of the research work that informs the knowledge and practices related to effective science education? Our session will focus on stories of science education researchers that have transitioned from K-12 classrooms to engaging in K-12 research. We will discuss ways to become involved in research while remaining in the classroom or by transitioning to a new career. We will also discuss the various avenues you can pursue to be more involved in research, such as participating in research-practice partnerships that help inform quality educational research work.

TAKEAWAYS:
Meet the NSTA Research Committee and guest speakers to find out how you can leverage your teaching experiences to make a career change from K-12 to different research positions, or remain in the classroom while contributing to research work.

SPEAKERS:
Demetrice Smith-Mutegi, Jaclyn Murray, Lisa Marco-Bujosa, Carla Zembal-Saul, Debi Hanuscin, Jesse Wilcox, Gayle Buck

Student perecption data in the third largest county in Michigan is showing that secondary students are struggling in schools with relevance and belonging. Join this session to collaborate, learn, and consider action around Student Engagement Pillars created by Kent Intermediate School District in Kent County, MI, where we will explore strategies to foster meaningful student participation and commitment to learning. This session brings together educators to examine key pillars of student engagement—including relationships, student-centered learning, school climate, instructional moves, and asset-driven teaching. Then, help to crowd source and share some insights on how science education leans into these accelerators with research-based best practice such as classroom discourse and creating a culture and climate for constructing understanding of core principles in science and engineering. Resources included. Please note this is content area agnostic and 6-12 (I had to add a subject).

TAKEAWAYS:
Through interactive discussions, research-based insights, and real-world examples, participants will: Consider student engagement indicators as a phenomenon, learn what reasearch says about student engagement, and relate it to science education.

SPEAKERS:
Wendi Vogel

Corporate AI companies invest billions in education, yet most districts miss partnership opportunities by approaching them as customers rather than research collaborators. This hands-on workshop teaches leaders to build mutually beneficial AI partnerships providing sustainable funding, professional development, and cutting-edge tools for equitable STEM programming. Participants engage in live partnership mapping exercises, practice equity-centered pitches with honest company profiles, and develop 90-day action plans. Discover insider strategies that have secured over $ 450 K in partnerships by positioning districts as valuable testing environments for AI innovation. Address current AI implementation challenges while building sustainable funding models that serve all learners, especially multilingual students and those in under-resourced communities.

TAKEAWAYS:
Leaders will master the Partnership Accelerator Process™ for securing sustainable corporate AI partnerships that fund equitable STEM programming by positioning districts as research collaborators, not customers.

SPEAKERS:
Natoshia Anderson

Sponsoring Company: ECA Science Kit Services

Can you build a kit that works? Budget vs. Reality Race the clock in a supermarket-style game to “shop” and set up materials within your team’s budget using an OpenSciEd lesson (from DIY to buying premade Kits). Uncover teacher realities, kit usability, and hidden costs while building practical strategies for short-term and long-term implementation success.

SPEAKERS:
Heidi Harlan

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

AI can deepen science sensemaking when it is woven into a classroom culture that values curiosity, reflection, and evidence-based reasoning. This session introduces practical, tool-agnostic thinking structures that help students clarify ideas, test explanations, and reflect on their reasoning during phenomenon-based investigations. Participants will explore routines that position AI as a questioning partner, one that surfaces gaps in logic, offers alternative explanations, and supports revision of emerging ideas. Through live demonstrations, educators will see how these structures transform classroom norms by encouraging students to engage more purposefully with evidence, compare ideas, and make their thinking visible.

TAKEAWAYS:
Participants will learn AI-supported routines that strengthen student reasoning and help learners make their thinking visible during phenomenon based science investigations.

SPEAKERS:
Chris Lazzaro, Velma Itamura

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

Sponsoring Company: Vernier Science Education

Discover Vernier Connections® for grades 3–12—a digital platform designed for the NGSS that blends hands-on investigations with lessons, activities & assessments. See how it helps districts deliver equitable STEM learning at scale with actionable data insights and time-saving tools like autograding.

SPEAKERS:
Stephanie Dixon

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

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

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

Sponsoring Company: Savvas Learning Company

High-quality instructional materials (HQIM) have the power to transform student learning when implemented with clarity, confidence, and support. This session tackles implementation head on, equipping you with a proactive consensus-building strategy that begins from day one. Using real district data, we will provide a practical framework to build the infrastructure needed for long-term fidelity and monitor classroom impact. Leave the guesswork behind and walk away with concrete leadership moves that turn adoption into transformation.

SPEAKERS:
Kelly Suarez, Courtney Toht

Join Mary Beth Hatch in hearing how a few inches separate students from learning in a space that truly engages them in all content areas, the outdoors! This session will dive into how the Arkansas Game and Fish Commission is utilizing outdoor learning to truly unlock best practices, promote health and well being, and connect to core content areas for students and teachers. Through a structured process, the Education Division of the Commission has created a playbook for schools to truly unlock the power of real world learning through conservation and outdoor recreation experiences that are tied directly to state learning standards.

TAKEAWAYS:
Attendees will learn how educators are implementing outdoor learning into core content and elective courses in partnership with the Arkansas Game and Fish Commission as well as student and teacher leadership opportunities in grades PreK-12.

SPEAKERS:
Mary Hatch

Localizing science instruction is a powerful way to boost student engagement, and it’s invigorating for teachers, too! Join the professional learning team from the Lawrence Hall of Science to explore three low-effort, high-impact strategies to localize your science instruction. By diving into an example 3D lesson, you’ll engage with successful teacher-designed localized adaptations that incorporate students' ideas, experiences, and local phenomena to support students to make sense of science ideas. You will come away with a planning tool and a framework for how you can make small changes to phenomena-based storylines that have a big impact on students' connections to science in school.

TAKEAWAYS:
Participants will take away a planning tool along with ideas for three practical and low-effort ways they can localize their science instruction in K-12 classrooms to support all students in making meaningful and relevant connections in science.

SPEAKERS:
Leslie Stenger, Rebecca Abbott

Portfolio-based assessments can make student sensemaking visible in a way that is equitable, asset-based, and holistic. This interactive presentation will walk participants through how one district in Los Angeles is constructing portfolio-based assessment in grades TK-12. This portfolio system is geared toward developing student self-confidence through asset-oriented feedback about their science sensemaking directly linked to the NGSS Performance Expectations. We will share examples of student portfolios across TK-12, supports that students needed to build those portfolios, and professional development teachers needed to design and evaluate this type of three-dimensional assessment. Participants will be invited to consider how to begin developing portfolio-based assessments in their own context.

TAKEAWAYS:
Participants will receive examples of portfolios and professional development structures needed to develop an assessment system that can be applied in a single classroom or district-wide.

SPEAKERS:
Jennifer Scholz

Ever wondered what it takes to stand out in the Shell Science Lab Regional Challenge? Join an inspiring panel of Grand Prize winners, and selection committee members as they share what makes a strong application, how they transformed their science labs and instruction with limited resources, and the impact the Challenge has had on their professional journeys. This session offers an insider’s look at one of the most impactful competitions for K–12 science teachers working in under-resourced schools. From practical classroom strategies to tips for highlighting your work effectively, this is your chance to ask questions, hear real success stories, and learn how to take your teaching—and your lab—to the next level. Bonus: Attendees are eligible for exciting door prizes to support their classrooms!

TAKEAWAYS:
Attendees will gain actionable insights and inspiration to apply for the Shell Science Lab Regional Challenge and elevate their science teaching environments.

SPEAKERS:
Amanda Upton

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

Planning an investigation involves selecting variables, designing procedures, and ensuring fair tests, which can be challenging for many students. In this session, participants will explore how AI can support planning and carrying out investigations by helping students identify variables, consider controls, analyze procedural flaws, and revise plans during phenomenon-based investigations. Through hands on demonstrations, educators will examine examples of AI generated procedures that vary in quality and learn routines that prompt students to critique, justify, and refine investigation plans. The session emphasizes how AI can strengthen reasoning without replacing the work of designing thoughtful investigations.

TAKEAWAYS:
Participants will learn how AI can support students in identifying variables, evaluating procedures, and designing fair tests, strengthening reasoning during phenomenon-based investigations while making their reasoning visible.

SPEAKERS:
Chris Lazzaro, Velma Itamura

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

Come learn directly from California schools and districts who have successfully integrated science into their elementary programs. These schools have seen positive benefits in reading, attendance, and science scores. Engage in examples of hands-on learning that promote literacy and hear from teachers and leaders in a panel discussion.

TAKEAWAYS:
Schools can successfully integrate science in Elementary grades and have a positive impact on literacy, attendance, and test scores.

SPEAKERS:
Peter A'Hearn, Melissa Marcucci, Rachel Myers

Instructors using NSTA in lieu of a textbook (or as a supplement to a textbook) have students who create a library of resources, grow their network, and enhance their content and pedagogical knowledge as they complete their assignments. Instructors get a class landing page to manage the course, a private forum for asynchronous discussions, and an instructor's dashboard to monitor students' work. All instructors receive a free digital professional membership, and their students become members for a year or through graduation, depending on the price selected by the instructor. In this session, instructors talk about how they integrate NSTA in their courses. Come and listen to their stories and ask them questions. Find out the benefits that this opportunity provides you and your teacher candidates.

TAKEAWAYS:
Participants will meet and ask questions of instructors who are using NSTA resources, webinars, and online community in courses for preservice teachers of science. Participants will learn how others integrate NSTA in their courses and about the benefits of the program for easy implementation.

SPEAKERS:
Flavio Mendez

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

Sponsoring Company: FLINN

In many science departments, lab safety relies heavily on the individual judgment and past experiences of teachers. However, experience can create blind spots where familiarity leads to informal protocols and unrecognized risks. This session challenges the reliance on personal intuition and introduces a systematic, shared framework for risk management. We will explore how to transition from isolated safety habits to a unified culture where educators explicitly uncover, name, and mitigate hazards through a common language. By moving toward a documented, framework-based approach, leadership can reduce liability and ensure a consistent standard of protection across every classroom. Attendees will leave with a 180-day plan for implementing a comprehensive lab safety framework within their own schools or districts. This session is appropriate for administrators and science teachers at all grade levels.

SPEAKERS:
Mike Marvel, Ph.D.

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

AI generated explanations can appear polished yet contain scientific inaccuracies, missing evidence, or embedded bias. In this session, participants will learn how to turn these flaws into powerful opportunities for science sensemaking. Educators will explore routines that guide students to critique AI generated explanations, identify errors, compare ideas with evidence, and revise thinking during phenomenon based investigations. Through live demonstrations, attendees will analyze examples of biased or incomplete AI reasoning and practice using frameworks that make student thinking visible.

TAKEAWAYS:
Participants will learn how to critique and revise AI outputs to deepen student reasoning and support sensemaking in phenomenon-based investigations.

SPEAKERS:
Chris Lazzaro, Velma Itamura

Learning Ecosystems Northeast is a network of in- and out-of-school educators who prioritize relationship building between and among educators and institutions for the benefit of youth STEM learning. Local groups of educators are led by two peers, often from different learning contexts. These leaders not only plan and facilitate meetings and events, but create safe and supportive spaces for their peers to grow and connect. We’ll share examples of leadership structures, trainings, and activities that position these educator-leaders to leverage the strengths and address the challenges of their regional groups. In particular, we’ll share resources and activities designed to help leaders develop and sustain a sense of belonging amongst the educators in their communities. Participants will leave with example facilitation strategies to support relationships with and between educators and will receive articles and book lists to support further learning around supportive peer leadership.

TAKEAWAYS:
Session participants will come away with examples of how they can foster and sustain meaningful relationships with and between educators. Participants will also receive articles, book lists, and facilitation strategies to help support further learning around supportive peer leadership.

SPEAKERS:
Molly Auclair, Laurie Spooner, Tonya Prentice, Rachel Wolf

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

As AI tools become more accessible in classrooms, educators face a challenge: how to use them to enhance teaching without disrupting the sensemaking that drives authentic learning. This session explores how teachers can leverage AI for efficiency, creativity, and feedback while keeping student thinking central. Participants will examine examples and strategies for using AI in planning, instruction, and assessment that position it as a partner—not a replacement—for human reasoning. Leave with practical tools to support student inquiry and ownership of ideas in an AI-rich world.

TAKEAWAYS:
Attendees will learn how to make intentional choices about when and how to use AI—employing it to improve clarity, efficiency, or thinking—while avoiding uses that undermine authentic connections and student sensemaking.

SPEAKERS:
Sarah Delaney

When we tackle science-based topics like climate change and vaccine hesitancy with our students, we try to counter misconceptions which may have been produced by online disinformation or statements by persons in the news such as politicians. We can often use teacher-sense to tell us something isn’t right but how can we develop this intuition in our students? This is what we aim for in the InSECT course. We propose going beyond simple markers like .edu URLs and instead focusing on the hallmarks of reporting and communicating science that are consistent with the values of science itself. The institution of science is based on scientists’ unrelenting focus on seeking the truth about the natural world and reporting their findings honestly and with integrity. Join us as we use the NGSS Matrix of Connections to the Nature of Science to show how we can help our students to distinguish authoritative science communication from messages that are mistaken or even downright dishonest.

TAKEAWAYS:
Participants will engage with InSECT, our approaches to learning science, and leave with ways to help students discern whether or not an information source aligns with the values of science, using the NGSS Nature of Science connections.

SPEAKERS:
Elizabeth Zodda

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

How can teacher leaders expand their influence beyond the classroom? This session introduces Social Network Theory (SNT) as a framework for understanding and strengthening STEM leadership through the principles of centrality, brokerage, and tie strength. Participants will apply these concepts by sketching quick maps of their personal and professional STEM networks and exploring examples from the New Mexico STEM Friends Network. The session demonstrates how mapping networks can reveal strengths and gaps, offering digital tools such as QR-linked Padlet boards for sharing and reflection. Attendees will leave with strategies to expand and activate their networks to strengthen collaboration and build a more connected STEM ecosystem.

TAKEAWAYS:
Participants will discover how applying Social Network Theory helps teacher leaders map, activate, and expand professional connections—strengthening collaboration, influence, and equity across the STEM ecosystem.

SPEAKERS:
Deena Gould, Laura DeBusk, Valerie Scott, Daniel Delgado

Explore how districts and regional offices are coordinating cross-grade PD to strengthen student science practices and data skills. Learn transformative leadership strategies that connect middle and high school teaching while maximizing PD impact for teachers and students.

TAKEAWAYS:
Attendees will leave with actionable leadership strategies based on district case studies, student work, and impact data, showing how coordinated, equitable PD across grade bands enhances students’ data and science reasoning skills and test scores.

SPEAKERS:
Kristin Hunter-Thomson, Matthew Christiansen

Discover how multiple districts—urban, suburban, and rural—implemented OpenSciEd across grade bands and socioeconomic contexts through robust professional development and assessment-driven decision making. Case studies reveal practical strategies, challenges, and equity-focused solutions that build teacher capacity for three-dimensional instruction. Participants will be in student hat to explore how formative assessment practices—such as student work protocols, transfer performance tasks, and data-informed instructional shifts—were embedded into PD cycles. Learn how assessment evidence was used to monitor fidelity, guide reteaching, and track equitable outcomes across subgroups. The session also highlights adaptations and assessments for multilingual learners and students with disabilities. Attendees will leave with research-informed tools for PD design, leadership, and classroom assessment that promote access, agency, and success for all learners implementing OpenSciEd.

TAKEAWAYS:
Intentional, assessment-driven professional development empowers educators to implement OpenSciEd with fidelity and equity—ensuring all students, including multilingual learners and those with disabilities, can engage meaningfully in three-dimensional science learning.

SPEAKERS:
Edward Cohen

Do you teach courses for science preservice teachers? Learn how NSTA's resources, webinars, and online community can help students become the BEST teachers they can be. Instructors using NSTA in lieu of a textbook (or as a supplement to a textbook) have students who create a library of resources, grow their network, and enhance their content and pedagogical knowledge as they complete their assignments. Instructors get a class landing page to manage the course, a private forum for asynchronous discussions, and an instructor's dashboard to monitor students' work. All instructors receive a free digital professional membership, and their students become members for a year or through graduation, depending on the price selected by the instructor. Resources include all NSTA-member resources (like articles and lesson plans) and fee-based resources like Interactive E-Books+ Professional and Professional Learning Units.

TAKEAWAYS:
University instructors walk away ready to implement a program through which they “adopt” NSTA as their textbook for a course, allowing their students access to a great variety of professional learning resources, many that are not included with NSTA’s regular membership.

SPEAKERS:
Flavio Mendez

Interpreting data is central to science sensemaking, yet students often struggle to describe patterns, identify anomalies, or connect evidence to explanations. In this session, participants will explore how AI can support data analysis by helping students interpret data, compare datasets, generate multiple possible explanations, and revise interpretations during phenomenon-based investigations. Through hands on demonstrations, educators will examine examples of AI generated analyses that vary in accuracy and learn routines that require students to critique, justify, and improve analytical reasoning. Participants will leave with tangible ways to strengthen student science reasoning skills.

TAKEAWAYS:
Educators will explore how AI can support data interpretation by helping students critique AI reasoning and refine explanations tied to real world phenomena.

SPEAKERS:
Chris Lazzaro, Velma Itamura

In this session, we will share how we transitioned from a transactional to collaborative relationship with a local elementary school. Science Discovery is an outreach arm of the University of Colorado which serves communities across Colorado with STEM programming in many different educational contexts. As an organization, we strive to create relationships with the schools we serve. One such school initially requested programming that was developed for a broad audience. Through a sustained effort on both sides, this blossomed into an extremely rewarding collaborative relationship where Science Discovery and teachers met regularly to co-design and facilitate lessons and curriculum that can then be shared in broader contexts throughout the state of Colorado.

TAKEAWAYS:
Participants will walk away with action steps for deepening relationships with educational partners. In addition to seeing an example of this strategy succeed, they will leave with concrete examples of how to co-develop curricula to meet the needs of different educational shareholders.

SPEAKERS:
Scott Sieke

The demands on STEM educators are greater than ever, often leading to burnout and a sense of isolation. This workshop proposes a new paradigm that aligns the principles of restorative and pedagogical practices. We will explore how the "WITH" principle from restorative practices—a blend of high support and high accountability—can be applied to the values teachers guide their classes with both behaviorally and instructionally. Participants will experience being in a community circle and connecting with other educators through sharing stories and approaches of being in the WITH. Following the principles of being in circle raises teachers’ voices and increases our relational connections with each other. This approach not only improves teacher well-being by fostering a sense of community and efficacy but also deepens their understanding and implementation of effective, student-centered STEM instruction.

TAKEAWAYS:
Participants will takeaway the practice of applying a 'WITH' mindset in collaborative professional learning to strengthen supportive relationships that enhance both professional well-being and instructional effectiveness.

SPEAKERS:
Betsy Barent

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

Hot classroom moments narrow attention and ramp up reactivity—exactly when we need clarity the most. This hands-on lab equips science educators with a rapid, MBSR-informed regulation sequence (interoceptive grounding, extended exhale, and brief emotion labeling) paired with concise language frames that lower heat and restore choice. Through triad role-plays based on realistic STEM scenarios (lab spills, defiant comments during a demo, or adversarial parent conferences), participants practice embodied downshifts and a neutral "observe → impact → offer a choice" script. Attendees will receive a pocket De-escalation Cue Card to personalize for their own triggers.

TAKEAWAYS:
- A 60-second regulation sequence to regain composure in “hot moments.” - Three de-escalation scripts tailored to STEM scenarios. - A personalized De-escalation Cue Card (trigger → body signal → tool → phrase). - A quick debrief protocol for self-reflection after tough interactions.

SPEAKERS:
Michelle Phillips

The number of newly hired science teachers (NHSTs) is rising in US schools. This increase is often a result of many early career science teachers leaving the teaching profession because they do not feel adequately supported in their school/district. In this interactive workshop, we will engage in sensemaking with three sets of data that focus on NHSTs learning. The data will focus on (1) how NHSTs support their learning in school systems, (2) how NHSTs acquire instructional resources in a school (who provides the materials?), and (3) how out-of-field NHSTs are supported to cultivate their instructional knowledge and practices. After looking at each set of data, the group will discuss their interpretations and generate actionable steps that can be taken in a school/district. The goals of this workshop are to (1) develop empirically-based recommendations about supporting NHSTs, (2) be more aware of the simple steps that can support NHSTs, and (3) make research-to-practice connections.

TAKEAWAYS:
It matters how all NHSTs are supported in their schools. Among other areas, working in professional learning communities that discuss how to teach specific science lessons and guiding new teachers towards important professional learning opportunities are proactive ways colleagues can retain NHSTs.

SPEAKERS:
Julie Luft

See how leaders can scale English Language Learner support in science through a train-the-trainer approach. Learn how coaching systems and AI (as a multiplier) help leaders build capacity, extend impact, and provide intentional instructional guidance across schools.

TAKEAWAYS:
Attendees will leave confident in their ability to better support the science teachers they lead. They will gain three practical tools—rooted in a train-the-trainer model and strengthened by AI—that can be put to use immediately to improve instruction for multilingual learners.

SPEAKERS:
Matthew Christiansen

Inviting all Preservice Teachers and Instructors to learn about NSTA’s Preservice Teacher Chapters. Chapters support individuals entering the profession with leadership experiences, networking opportunities, and professional learning resources available at NSTA. The NSTA Preservice Teacher Chapter Program consists of two types of chapters: (1) The National Preservice Teacher Chapter and (2) The Local Preservice Teacher Chapters at Universities. In this session, NSTA staff will share concrete examples of leadership experiences, networking events, and professional learning resources available at NSTA to all preservice teachers of science, members and non-members of NSTA. Similarly, a current faculty advisor of a local chapter will talk about the benefits of student-led organizations. For those interested in starting their own chapter, the faculty advisor will share information about how to start, grow, and maintain a chapter at a university.

TAKEAWAYS:
Preservice teachers and potential faculty advisors walk-away informed about how to engage with NSTA opportunities and resources and with ideas about how to start, grow, and maintain their local preservice teacher chapter.

SPEAKERS:
Jim McDonald, Flavio Mendez

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

Students become more engaged when they are given agency over their own learning. Allowing students to plan their own lab experiments is one such strategy. With guidance and parameters, teachers can support students through this process and they can learn standards, sensemaking, and the scientific method.

TAKEAWAYS:
Participants will be given strategies and documents to support students in planning their own experiments.

SPEAKERS:
Nadene Klein

Sponsoring Company: Ward's Science

What is the standard of care we must use in our classrooms when it comes to doing hands-on science? What are our legal responsibilities to keeping our students safer? Teachers are often provided few resources and even less training about lab safety. This workshop will introduce some basic supplies needed for your classroom laboratory, as well as strategies to advocate for the tools and training you need.

SPEAKERS:
Norman Marshall

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

This session showcases how a rural New Mexico district reimagined its high school STEM internship program to expand equity, affirm cultural identity, and strengthen local career pathways. Through community partnerships, dual language programming, and student voice surveys, every 11th–12th grader now participates in a paid, real-world internship while younger students engage in exploratory placements that build confidence and career readiness. Students gain experience in robotics, agriculture, emergency medicine, and coding while celebrating linguistic and cultural heritage through senior capstones. Participants will explore replicable strategies that link STEM learning with community identity, including financial literacy supports, university partnerships, and family engagement structures that led to improved graduation outcomes and workforce readiness.

TAKEAWAYS:
Participants will discover how community partnerships, student voice, and culturally relevant design can create equitable, career-connected STEM pathways that honor identity, expand opportunity, and prepare students for future success.

SPEAKERS:
Deena Gould, Daniel Delgado

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

The NGSS and other standards based on the Framework of K-12 Education are quite complicated and often tricky to interpret. What teachers need is an easy-to-use reference guide to the standards, and since its’ release in 2014, the NSTA Quick-Reference Guide has become a perennial best-seller and an essential tool for many educators across the country. This session will be hosted by Ted Willard, the editor of the Quick-Reference Guide and formerly the in-house standards expert at NSTA. Ted will review the features listed above and how educators can use the Quick-Reference Guide to unpack the standards in their work developing curriculum, instruction, and assessment. Specifically, we will spend time exploring the crosscutting concepts in the standards using the tools and other resources in the Quick-Reference Guide.

TAKEAWAYS:
Participants will learn how to unpack the three dimensions using the tools and resources in the Quick-Reference Guide and will gain insights into the meaning of the crosscutting concepts.

SPEAKERS:
Ted Willard

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

In today’s classrooms, educators are navigating more than lesson plans and labs- their work and well-being is impacted by headlines, legislation, and public narratives that directly influence what and how they teach. This Speed Share explores insights from current research on how media, policy, and law intersect to impact educators’ professional decision-making, confidence, and autonomy, with a focus on science education. Drawing from dissertation findings, this session will highlight real examples of how teachers interpret and respond to external pressures, from state-level mandates to national media debates about education. Attendees will reflect on how these forces shape classroom culture and student learning, and discuss strategies for maintaining academic integrity, supporting inquiry, and fostering inclusive, evidence-based instruction amid changing political climates.

TAKEAWAYS:
Participants will leave with a concise digital resource (via QR code) summarizing key findings and offering reflection questions for professional learning communities or department discussions.

SPEAKERS:
Cassie Herndon

What is safety science, and why does it matter for today’s classrooms? This speed session introduces the Institute for Research Experiences & Education at UL Research Institutes, a nonprofit research organization advancing safety science in areas such as fire, batteries, and sustainability. We will share how our team translates cutting-edge research into free, classroom-ready STEM resources designed for teachers and other educators. Attendees will see how safety science connects to NGSS practices, how to access and use our resources, and why our nonprofit mission ensures these tools remain free and accessible. The session will also highlight pathways for educators to partner with ULRI to bring authentic, real-world safety challenges into science teaching and learning.

TAKEAWAYS:
Discover what safety science is, why it matters, and how UL Research Institutes offers free, research-based STEM resources that connect classroom learning to real-world challenges in safety and sustainability.

SPEAKERS:
Jessica Sparacino, Daniel Sternberg

Ready to supercharge your science instruction? This session demystifies AI, offering a practical toolkit designed not to replace you, but to free you. Discover how to instantly draft NGSS-aligned learning experiences and differentiate resources for all learners in your classroom. We’ll demo how you can generate stunning presentations from a simple outline, turn long lab videos into short, dynamic review clips, and create custom study guides directly from your source materials. The true power of AI isn't just automation; it's the restoration of your time for human connection. By offloading these routine tasks, you reclaim invaluable hours. We will explore concrete strategies to reinvest that time into what truly matters: providing more one-on-one feedback, facilitating deeper hands-on inquiry, and building relationships that foster a genuine curiosity technology never can. Walk away with a curated list of tools and concrete strategies you can implement immediately to transform your teac

TAKEAWAYS:
Attendees will learn to implement AI tools to automate planning and create dynamic content, freeing up valuable time to focus on what truly matters: fostering student curiosity, facilitating hands-on inquiry, and building stronger connections in the science classroom.

SPEAKERS:
Elizabeth Nunez

Constructing explanations and scientific arguments requires students to think like scientists, testing ideas against evidence, uncovering misconceptions, and refining reasoning. This session explores how AI can support those habits of mind by helping students evaluate the strength of their claims, identify gaps in logic, and compare alternative explanations during phenomenon-based investigations. Participants will analyze AI-generated explanations to determine where scientific principles are upheld or misapplied, and practice routines that guide students to question, critique, and revise AI outputs rather than accept them at face value. The session emphasizes how AI can be used to strengthen science processing skills, promote deeper sensemaking, and help learners understand how scientific knowledge is built.

TAKEAWAYS:
Attendees will learn strategies to guide students in critiquing AI-generated explanations so they build scientific arguments grounded in evidence, logic, and sensemaking, while deepening understanding of how scientific explanations are constructed.

SPEAKERS:
Chris Lazzaro, Velma Itamura

In this workshop, we’ll highlight several strategies to support and celebrate educators, drawing on examples from Learning Ecosystems Northeast (LENE): a network of in-school and out-of-school educator communities dedicated to engaging youth in authentic, data-rich, climate-focused learning experiences. We’ll start with an asset-mapping activity- identifying relationships, opportunities, spaces, and materials that can support your professional growth, connection with other educators, and students’ learning. Then, we’ll share key infrastructure elements that have emerged as crucial to support educators throughout LENE. We’ll also share engagement models from regional groups that highlight strengths that leverage community assets and tackle unique challenges like expansive geographies, conflicting schedules, and diversity of learning contexts. We’ll end with time to consider how these models resonate with your community assets and to brainstorm strategies you can adopt to uplift them.

TAKEAWAYS:
Participants will leave this session with several practical examples of structures that support regional communities of educators. They will also leave with concrete ideas of how they could create similar systems of support in their communities, grounded on assets they identify in the session.

SPEAKERS:
Molly Auclair, Suzanne Kahn, Rachel Wolf

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

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

From Pre-med to inspired teacher: my journey began with a two-year teaching program and a surprising discovery—OpenSciEd. Initially, I saw teaching as temporary, but OpenSciEd’s high-quality instructional materials transformed my classroom and my career. This curriculum provided a framework that improved my instruction and fostered a belief that I could make a difference. Now in my third year, I've seen firsthand how a high-quality curriculum can drive teacher retention and reduce teacher burn-out. In this session, I’ll share how OpenSciEd's philosophy and content empowered me, a new teacher, and why providing high-quality resources to early-career educators is key to building a resilient and inspired teaching force. I’ll provide insight to experience, and evidence from my classroom. This session can help new teachers get a peak into a strong OpenSciEd classroom, and will advocate for school leaders to provide HQIM for their new teachers.

TAKEAWAYS:
New teachers will leave excited and inspired to adopt and develop high quality instructional materials in their classrooms. Leaders will leave encouraged to provide their teachers with HQIM to improve instruction, and teacher retention.

SPEAKERS:
Jed Graboys

Scientific models help students explain phenomena, yet many learners struggle to revise or compare models in meaningful ways. In this session, participants will explore how AI can generate draft models or representations that students can refine, critique, and compare during phenomenon based investigations. Through hands on demonstrations, educators will analyze examples of AI produced models that vary in accuracy or completeness and use structured routines to help students identify misconceptions, improve explanations, and justify revisions with evidence. Attendees will leave with example routines that strengthen student critical thinking through the purposeful use of AI.

TAKEAWAYS:
Educators will learn routines that use AI models for critique and revision, helping students surface misconceptions and strengthen explanations.

SPEAKERS:
Chris Lazzaro, Velma Itamura

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

In both sports and science, engagement is the game-changer. When students step into a classroom that mirrors the energy, teamwork, and strategy of athletics, learning becomes more than an academic task; it becomes an experience of discovery, collaboration, and growth. Much like athletes studying plays and adjusting their approach mid-game, students as scientists engage in authentic sensemaking by observing phenomena, testing ideas, and revising strategies based on evidence.

TAKEAWAYS:
Just like in sports, classroom engagement thrives when students are active participants, motivated by purpose, collaboration, and real-world relevance, because when students play to learn, everyone grows together.

SPEAKERS:
Marie Peel

What if your students could explore topics like cancer, climate change, AI, or social justice through self-directed, authentic research? This session offers a practical framework for launching or scaling a student-driven science research program in your school. Whether you’re starting from scratch or building on an existing elective, you’ll explore ways to boost engagement, scaffold key research skills, and support student ownership. We’ll cover how to structure a course, guide students in developing questions, reviewing literature, contacting mentors, and writing papers. The session also explores how to partner with local universities, labs, and professionals to place students with research mentors. Participants will receive customizable tools, including rubrics, proposal templates, learning goals, and a roadmap for implementation. You’ll leave with strategies to foster inquiry, voice, and STEM innovation, regardless of your school’s size or resources.

TAKEAWAYS:
Learn how to launch or scale a student-driven STEM research program using practical tools and strategies that promote inquiry, mentorship, and student voice, regardless of your school’s size, schedule, or resources.

SPEAKERS:
Jennifer Doran

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

In the fast-paced world of STEM education, teachers often give so much of themselves to their students and content that their own sense of purpose and well-being can be overlooked. This interactive 30 minute session offers participants an opportunity for a mindful pause, a chance to recharge, reflect, and reconnect with why we chose this profession. By engaging in guided mindfulness, affirmations, and reflective letter writing, participants will reflect on identity, purpose, and legacy as educators. Participants will be encouraged to explore questions such as: How do I define myself as a teacher? How do I want my students to see me? What impact do I hope to leave behind? Join us for a “YOU” centered time where you will leave with renewed energy, practical reflection tools, and a clearer sense of identity that reignites your love for teaching and strengthens your impact in STEM classrooms.

TAKEAWAYS:
Participants will leave with renewed energy, practical reflection tools, and a deeper sense of identity that empowers them to thrive in STEM classrooms and beyond.

SPEAKERS:
Suzelene Pooler

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

Asking strong scientific questions is central to sensemaking, yet many students struggle to move beyond surface level ideas. In this session, participants will explore how AI can support questioning that leads to deeper engagement with phenomena and clearer pathways for phenomenon-based investigations. Through hands on demonstrations, educators will learn routines that use AI to generate, refine, and evaluate questions, as well as produce flawed examples that students can critique to reveal their reasoning. The session emphasizes practices that strengthen student thinking by avoiding AI shortcutting. Attendees will leave with adaptable questioning templates and classroom ready strategies.

TAKEAWAYS:
Participants will learn how AI supported routines can help students generate, refine, and critique scientific questions that lead to stronger reasoning and deeper engagement with phenomenon-based investigations.

SPEAKERS:
Chris Lazzaro, Velma Itamura

The NSTA Sensemaking Tool can help educators be critical consumers of instructional materials and create/revise lessons that reflect the shifts required by new standards (sensemaking). Gain experience using the tool and facilitating criteria-based consensus conversations with your colleagues!

TAKEAWAYS:
Use the NSTA Sensemaking Tool to evaluate instructional materials (lessons) and provide feedback.

SPEAKERS:
Emily Mathews

This session will focus on discussion of best practices and strategies to pass on and take back to improve the implementation of the S.T.R.E.A.M. Room concept, content and community endeavors that occur at Kemp Elementary School within Dayton Public Schools. The Teacher presents hands-on student facilitated S.T.E.M., agriculture and reading cross curricular opportunities for a discussion that promotes curriculum as well as doable collaboration.

TAKEAWAYS:
Participants will engage in a shared exchange of STEM research–based best practices and classroom insights that strengthen student presentation and analysis skills, while collaboratively informing improvements to future STEM programming.

SPEAKERS:
Arthur Williams

Artificial Intelligence (AI) is reshaping the educational landscape—streamlining workflows, personalizing learning, and supporting student engagement. Yet, along with its benefits come complex questions of data privacy, ethical use, and responsible integration. This session equips educators with the knowledge and tools to responsibly navigate AI in their teaching practice. Participants will explore how AI systems are designed and improved, the importance and value of data privacy agreements, and highlight practical strategies for leveraging AI to reduce classroom workloads. Finally, the session will prepare educators to guide students in responsible AI use, encouraging critical thinking, academic integrity, and ethical awareness. By balancing innovation with responsibility, educators can harness AI’s potential while safeguarding privacy and modeling ethical digital citizenship.

TAKEAWAYS:
Participants will identify how AI can be used to craft engaging, differentiated lessons and how to guide students through ethical and effective use of AI in learning.

SPEAKERS:
Tanya MacMartin, Ed.D.

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

“Humans over hardware.” This motto of the special forces emphasizes the importance of team members over technology/tools in determining mission success. This session will highlight how the same principle applies to learning and growth in science classrooms. While content knowledge is essential and educational technology/tools continue to evolve, “soft skills” such as communication, adaptability, and group problem-solving remain equally impactful on student understanding and engagement. Perfect for teachers looking to strengthen the connection of content with the social-emotional aspects of their learning environment, this session will have participants analyze the necessary “soft skills” of today’s dynamic learners, apply these concepts to their level of instruction/classroom, and leave equipped with ready-to-use activities and tools to intentionally develop a classroom culture where comprehension, application and teamwork thrive.

TAKEAWAYS:
This session will provide educators with strategies and tools for student development of the vital “soft skills” needed in today’s classrooms. Participants will strengthen student engagement while also reinforcing the interpersonal and problem-solving skills needed to thrive beyond the classroom.

SPEAKERS:
Adam Lawrence

Join us and navigate together through the NSTA Website and discover all the different types of digital resources available to you to enhance your professional learning. Participants will become knowledgeable about their member benefits, the plethora of digital resources available on NSTA’s website, about the live events, and professional learning community that can help them enhance their content knowledge and improve their teaching practice. Numerous live events are offered to educators of science every month to enhance and extend their content and pedagogical knowledge - most of them free to NSTA members. Participants will also learn how to engage with other educators of science and grow their network of like-minded individuals. We will feature NSTA’s My Library, Forums and Profile professional learning tools. NSTA staff will be available to answer questions.

TAKEAWAYS:
Participants will become knowledgeable about their NSTA member benefits, the plethora of digital resources available on NSTA’s website, about the live events, and professional learning community that can help them enhance their knowledge and improve their teaching practice.

SPEAKERS:
Lee Ann Monteiro, Flavio Mendez

Metacognitive reflection gives students time to think and evaluate their own thinking and learning strategies increasing their ownership of learning and academic growth. This session looks at research-based strategies, including studies focused specifically on science classrooms, which are easy to incorporate into daily teaching. As examples: How students respond to mistakes (WTIW – Why this is wrong?), considering how they reached an answer, putting new class activities in context (Why did we do this?) and improving scientific thinking skills with the ’I DREAM of A’ method which gives a framework for students to plan, monitor and evaluate their work. Come learn about the research, benefits and how to develop and support these skills in your science classroom.

TAKEAWAYS:
Participants will learn about metacognitive reflection, how it is helpful to students, as well as several easy techniques such as 'Why did we do this?' connecting activities to learning and WTIW - Why this is wrong? focusing on how mistakes can lead to better understanding.

SPEAKERS:
Alison Seymour

Multimodal AI tools can analyze images, graphs, diagrams, and datasets, giving students new entry points into science sensemaking. In this session, participants will explore how multimodal AI can help students describe phenomena, interpret data patterns, compare representations, and refine explanations during phenomenon-based investigations. Through hands on demonstrations, educators will examine strengths and limitations of multimodal outputs and learn routines that prompt students to critique, revise, and build on AI generated interpretations.

TAKEAWAYS:
Participants will learn how multimodal AI can support science sensemaking by helping students interpret images, data, and diagrams and by prompting deeper reasoning during phenomenon-based investigations.

SPEAKERS:
Chris Lazzaro, Velma Itamura

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

This presentation outlines how to support teacher readiness for new state science assessments, as well as the challenges and celebrations of student performance. We will also delve into the development of classroom formative and summative assessments in alignment with three-dimensional standards. Examples of how to coach teachers through the specificity of language in preparation for student sensemaking during classroom activities and assessments. Although this is classified in the Biology strand, it applies to all subject areas and grade levels 3-12.

TAKEAWAYS:
Classroom assessment requires focus and careful attention to increasing student sensemaking abilities through careful attention to the language embedded in the three dimensions.

SPEAKERS:
David Jacob

In this session, we will explore how to make science spaces culturally inclusive and welcoming to underrepresented individuals, even when engaging in traditional science content. We will share how this framework is showcased at Map Academy, an alternative high school, where a supportive and inclusive school community is designed to shift students’ perceptions of learning and success through a radical rethinking of traditional school systems. Despite the progress we have made in science thanks to the framework of culturally responsive pedagogy; a more nuanced understanding of the scientific process as being inherently a tool of the colonizer; and #blacklivesmatter and #metoo bringing intersectional feminism into the mainstream, women and minorities continue to be underrepresented in science spaces. Utilizing the framework grounded on the 3C’s for equitable learning, we aim to explore the ways in which we can be radical science teachers while still teaching traditional science content!

TAKEAWAYS:
In this session, we will explore ways in which to make science spaces more culturally inclusive and welcoming to underrepresented individuals, even when engaging in traditional science content.

SPEAKERS:
Carolina Artacho Guerra

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

The NSTA Sensemaking Tool can help educators be critical consumers of instructional materials and create/revise lessons that reflect the shifts required by new standards (sensemaking). Gain experience using the tool and facilitating criteria-based consensus conversations with your colleagues!

TAKEAWAYS:
Use the NSTA Sensemaking Tool to evaluate instructional materials (lessons) and provide feedback.

SPEAKERS:
Patrice Scinta, Emily Mathews