The 2023 NSELA Leadership Summit will center around the multidimensional system drivers at the heart of the theme  "Science Education Leadership- A Systems Approach.”

*Private function by invitation only

SPEAKERS:
Renata Casiel (Meetings Manager: Arlington, VA)

Explore the NSTA Website with us! NSTA provides high-quality digital resources and opportunities—all within a professional community—that supports professional learning and classroom instruction. NSTA staff will be available to answer questions.

TAKEAWAYS:
Participants will become knowledgeable about 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 practices.

SPEAKERS:
Michelle Phillips (NSTA: Arlington, VA), Flavio Mendez (NSTA: Arlington, VA)

What would it look like if we designed all aspects of the assessment system to prioritize impact on instruction and students? We will discuss key principles for designing systems, and examples and implications for state, district, and classroom assessments.

TAKEAWAYS:
Systems of assessment can center students and instruction, and simultaneously surface trustworthy information for decision-making–if they are intentionally designed to do so.

SPEAKERS:
Sara Cooper (Contextus)

Learn how the STEM4Real Lesson Study (LS) can empower teachers to meet needs of diverse learners, especially those with disabilities and underrepresented communities. A case study with a court and community school shows how LS aids in the creation of NGSS-aligned culturally responsive lesson plans.

TAKEAWAYS:
Use a justice centered lesson plan template that connects to students’ lived experiences and identities, creates a learning experience where students from underrepresented communities feel seen and heard and cultivates a community affirming the inherent value of all people, regardless of background.

SPEAKERS:
Marie Gorman (STEM 4 Real: San Francisco, CA)

Our session will support science teachers in discovering and incorporating diverse and relevant experiences so ALL students can see themselves as scientists. We will review culturally responsive science instructional practices.

TAKEAWAYS:
1. Explore the tenets of Culturally Responsive Science Teaching; 2. Understand how all learning is cultural and the importance of access to diverse representation; and 3. Explore the components and values of an inclusive science classroom and the need for students need to see themselves.

SPEAKERS:
Tonya Woolfolk (Houston County Schools: Perry, GA), Patricia Morgan (Georgia State University: Atlanta, GA)

Come learn how to carefully unpack elements of the Crosscutting Concepts to support the development and implementation of curriculum, instruction, and assessment using this brand-new version of the NSTA Quick-Reference Guide to the Three Dimensions. The “purple book” is now better than ever.

TAKEAWAYS:
A deeper understanding of the Crosscutting Concepts and how a well-designed reference guide can make it easier to unpack the three dimensions for work in curriculum, instruction, and assessment.

SPEAKERS:
Ted Willard (Discovery Education: Silver Spring, MD)

Look across three elements, Learning Designs, Beliefs, and Models, to figure out how leaders use them together to support teachers in making the shifts called for in NRC’s Framework for K-12 Science Education and the Next Generation Science Standards.

TAKEAWAYS:
concrete ideas about how you, as a leader, can plan for effective curriculum-based professional learning. excerpted chapter(s) of the new book by Jim Short and Stephanie Hirsh, Transforming Teaching through Curriculum-Based Professional Learning.

NextGen TIME is a free suite of tools and processes that supports districts in preparing to evaluate instructional materials for quality and design for NGSS. This collaborative process helps you plan for next steps including customization to improve student outcomes and effective implementation.

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

SPEAKERS:
Susan Gomez Zwiep (BSCS Science Learning: Colorado Springs, CO), Jody Bintz (BSCS Science Learning: Colorado Springs, CO), Jenine Cotton-Proby (BSCS Science Learning: Colorado Springs, CO)

Use your position to impact more teachers and students and actualize the NGSS vision. Success stories include: launching an NGSS-aligned curriculum, forming collegial circles, hosting administrator-focused workshops, and providing assessment resources.

TAKEAWAYS:
Participants will be inspired to form partnerships with formal and informal organizations supporting science education. Participants will hear success stories and receive electronic links to relevant resources.

SPEAKERS:
Harry Rosvally (Putnam Northern Westchester BOCES: Yorktown Heights, NY), David Jacob (Putnam/Northern Westchester BOCES: Yorktown Hghts, NY)

For anyone that has excitedly explained the power of phenomenon-based instruction or 3-dimensional learning and been met with a blank stare – this session is for you! Led by communication experts, this session is designed to help you create K-12 Science messages in succinct, compelling ways.

TAKEAWAYS:
Attendees will learn new ways to describe and explain the importance of 3-dimensional instruction and phenomenon based learning to key audiences, including parents and communities, lawmakers, and non-science educators.

SPEAKERS:
Adam Ezring (Collaborative for Student Success: No City, No State), Josh Parrish (Collaborative for Student Success: No City, No State), Michelle Austin (Managing Director, SVP: Washington, DC)

Three-dimensional science instruction puts students at the center of the learning. In this session, we will share how educators statewide engaged in a three-part book study featuring Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices. The three courses are organized around the Investigating, Sensemaking, and Critiquing Practices. Educators explore and demonstrate through a Plan-Do-Study-Act how the Science and Engineering Practices are interwoven in their instruction, focusing on small shifts at a time. Opportunities for collaboration and reflection with other science educators help further individual implementation. We will share strategies, examples, and teacher experiences for engaging and supporting students in sensemaking discussions, developing, using and revising models, and making claims and explanations. In shifting to 3D learning, quick strategies will be shared that build toward more complex classroom shifts.

TAKEAWAYS:
Attendees will access teacher professional learning resources including implementing a Plan-Do-Study-Act Cycle, embedding instructional coaching, and providing a collaborative space to share classroom practice.

SPEAKERS:
Hope Garton Brown (Prairie Lakes Area Education Agency: Pocahontas, IA), Christopher Soldat (Grant Wood Area Education Agency: Cedar Rapids, IA), Beverly Berns (Keystone Area Education Agency: Elkader, IA)

Have you wondered how to develop capacity and support teachers around the shifts in the Framework and the NGSS? This session will dive into how one teacher discovered the NGSS, moved from novice to apologist and works with teachers to continue to realize the vision of the Framework for Science Ed.

TAKEAWAYS:
This will largely focus on how to support teachers from a leadership perspective to help students engage in all three dimensions of the NGSS. How can we talk with and work with teachers to help them make shifts while developing the needed capacity and not devalue their expertise.

SPEAKERS:
Spencer Martin (Kansas City Kansas Public Schools: Kansas City, KS)

Join the GaDOE science team to get updates on resources, professional learning, virtual communities, and other information related to the science teaching community. See what has just been released and how you can use it in your classroom tomorrow!

TAKEAWAYS:
Attendees will receive updates from the Georgia Department of Education science team. Many new resources and professional learning opportunities are now available. Check out the phenomenon-based resources, including instructional deliverables, assessment tasks, literacy plans, and more.

SPEAKERS:
Laura Canepa-Redondo (Science/ESOL Program Specialist), Judie Beccaro (Georgia Department of Education: Atlanta, GA), Renee Shirley-Stevens (Science Program Specialist), Keith Crandall (Science Program Manager: No City, No State)

This session helps participants use the tools and reports available from EdReports to select high-quality instructional materials for their classroom or school. Participants will learn how the tools evaluate for NGSS-aligned instruction and have the chance to practice evaluating sample materials.

TAKEAWAYS:
Participants will leave with tools to help them evaluate instructional materials for NGSS-aligned instruction based on making sense of phenomena and integrating the three dimensions.

SPEAKERS:
Shannon Wachowski (EdReports.org: Fort Collins, CO), John-Carlos Marino (Science Lead)

This session will share professional learning designs, systems, and structures that cultivate teacher leadership and ground the work in teachers’ day-to-day instructional practice. Come alongside us as we share the work of two collaborative districts focused on building teacher capacity.

TAKEAWAYS:
Participants will explore structures to support teacher growth to improve student outcomes. Participants will leave with examples of structures that can be used in their own districts and have the opportunity to network with other leaders.

SPEAKERS:
Jamie Parris (Hamilton County Schools: Chattanooga, TN), Andrea Berry (Knox County Schools: Knoxville, TN)

This session is designed to support instructional leaders and teachers in considering what the key shifts called for in the NGSS and Framework look like in classrooms. Our team developed an observation tool through our work observing and coaching 76 schools adopting OpenSciEd. The observation tool identifies what to look for in classrooms around rigor, teacher’s responses to student ideas, students’ responses to each other’s ideas, vocabulary, key instructional moves, and student sensemaking. Attendees will unpack the tool and then use it with classroom videos to understand the focal areas. Next, we will examine examples of how schools have used the tool, including classroom observations, to guide PLC discussions, and to facilitate individual teacher reflections. Finally, participants will have an opportunity to plan how they might adapt and use the tool in their own contexts.

TAKEAWAYS:
Attendees will take away an observation tool that is designed to focus observers on the actions of teachers and students that indicate rigorous student sensemaking. Attendees will practice using the tool and consider how to use the tool in their context.

SPEAKERS:
Renee Affolter (Boston College: Chestnut Hill, MA), Benjamin Lowell (New York University: New York, NY), Hillary Paul Metcalf (Boston College: Chestnut Hill, MA)

Dig into the Change Management element from the Functional Design Features to figure out how lessons about change can help leaders lead change in their systems.

TAKEAWAYS:
Gain concrete ideas about how you, as a leader, can plan for effective curriculum-based professional learning. excerpted chapter(s) of the new book by Jim Short and Stephanie Hirsh, Transforming Teaching through Curriculum-Based Professional Learning.

OER can be overwhelming to teachers or districts who must adapt materials to fit local pacing guidelines. Upon the adoption of 3-dimensional standards, our district began the journey of developing instructional materials that support student sensemaking. This tool was a result of our efforts to be strategic in preserving coherence in storylines while focusing on best practices in standards-aligned instruction. In our district, more than 80% of teachers that received professional development on a lesson series using a roadmap chose to repeat the unit the following year. Teachers and instructional leaders attending this session will experience how this tool attends to the four critical attributes of sensemaking described by NSTA while promoting research-based practices. Participants will learn how to begin with OER, existing lesson plans, or phenomenon ideas to develop a series of purposefully sequenced, coherent, and standards-aligned lessons around a phenomenon.

TAKEAWAYS:
Attendees will discover the intentionality behind the components of a planning roadmap that builds coherence in a series of lessons. This roadmap simplifies the process of creating or adapting storylines found in OER to local pacing guidelines. A middle and high example will be shared.

SPEAKERS:
Trudy Rogers (Knox Co Schools: Knoxville, TN)

School leaders play a large role in the adoption of high quality instructional materials and can impact change in this space. Participants will learn about how to utilize EdReports reviews of instructional materials and how to get started with the adoption process by setting an instructional vision.

TAKEAWAYS:
Participants will engage with EdReports reviews of instructional materials and how to use the evidence from the reports to make informed decisions based on local context. They will explore how to utilize EdReports resources to set an instructional vision as part of the materials adoption process.

SPEAKERS:
John-Carlos Marino (Science Lead), Shannon Wachowski (EdReports.org: Fort Collins, CO)

District leaders play a critical role in ensuring all students in their district have access to meaningful science experiences. The NextGenScience team shares lessons learned from work with state- and district-level leadership networks across the nation to plan for equitable science programs.

TAKEAWAYS:
Participants examine their definition of equitable science education and consider key strategies for school and district leaders to evaluate and design systems in ways that eliminate inequitable practices, engage stakeholders, and create a supportive context for learning.

SPEAKERS:
Jennifer Childress Self (NextGenScience: San Francisco, CA), Neelo Soltanzadeh (WestEd: San Francisco, CA)

Learn how to read the 62 maps of practices, core ideas, crosscutting concepts, and performance expectations in The NSTA Atlas of the Three Dimensions and use them and other features of this powerful navigational tool to develop and implement curriculum, instruction, and assessment.

TAKEAWAYS:
A careful review of the connections between elements of the three dimensions can provide a clearer understanding of science standards and important guidance in planning instructional sequences to support three-dimensional teaching and learning.

SPEAKERS:
Ted Willard (Discovery Education: Silver Spring, MD)

Science teacher leadership roles and responsibilities vary according to context. This session will present an activity designed to support science teacher leaders to identify their leadership roles and professional learning needs as it relates to their organizational context.

TAKEAWAYS:
Science teacher leader participants will have an opportunity to identify their roles and professional learning needs. Science teacher educators will leave with an activity that they can use in their context to develop professional learning supports for the science teacher leaders they work with.

SPEAKERS:
Sarah Stallings (Graduate Student: No City, No State)

The NSTA provides in-person, online, and blended personalized professional learning experiences for K–12 educators cohorts. Programs engage educators with digital resources, virtual experiences, the larger online community, and expert staff. Membership is included with district/school partnerships.

TAKEAWAYS:
School and district leaders will learn about the variety of 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.

SPEAKERS:
Tricia Shelton (NSTA: Arlington, VA), Flavio Mendez (NSTA: Arlington, VA)

Based on the statistics that show that less than 30% of research scientists in the US are female, we need to have strong role models for girls at a young age. In this session, I will show you how to get started in planning the Science Event for Girls, which is a program developed for grades 6-8.

TAKEAWAYS:
Making sure that young women have the same opportunities as young men in the science field will help to ignite curiosity and interest in our natural world. Starting this interest at a young age is important for gaining traction in shifting the statistics of women in the science field.

SPEAKERS:
Shelly Pagnotta (Science Teacher)

Incorporating STE(A)M in the classroom is more than just a project at the end of a unit. This session will provide guidelines to create effective STE(A)M lessons or revise lessons currently being used so they are more effective.

TAKEAWAYS:
Participants will gain a clear understanding of STE(A)M and identify key considerations for planning an appropriate lesson or unit.

SPEAKERS:
Cathy Barthelemy (STEMexperts: Keller, TX)

Leaders of elementary and secondary education will learn how they can build capacity and promote teacher efficacy by creating a system for in-house professional learning. Come see how we have capitalized on our greatest assets, our teachers, to build a climate which supports continuous learning.

TAKEAWAYS:
Effective, sustainable, professional learning comes from within your district by utilizing in-house teacher leaders.

SPEAKERS:
Kim Lewis (Charles H. Barrows STEM Academy: North Windham, CT), Stephanie Sawyer (Charles H. Barrows STEM Academy: North Windham, CT), Nicole Bay (Charles H. Barrows STEM Academy: North Windham, CT)

Participants- Pair share the struggles and successes that they have had with professional learning What is Level Up NGSS! Presenter- Share the 3 level badging format. Share the balance between synchronous and asynchronous work. Participants- Asking questions about the format and sequence of courses. Explore the resources Presenter- To open the resources for participants to explore. Participants- Exploring resources as groups. Sharing out their findings. Possible use star and stairs formative assessment. https://smartertoolsforteachers.org/resource/38 Results Presenter- Share the participant results share samples. Share struggles and growth opportunities. Next Steps Presenter- Discussion of the Level 3 Program and what the future will hold. Participants- Reflect how this program could be adapted for their location.

TAKEAWAYS:
Teacher professional learning does not have to look like a lecture . Asynchronous approaches work and lead to teacher growth. Higher expectations for teachers improve professional learning.

SPEAKERS:
Leonard Fisher (Fontana Unified School District: Fontana, CA), Elizabeth Elliott-Solis (Fontana Unified School District: Fontana, CA)

Explore the potential of NSTA’s Professional Learning Units to support your professional learning journey.

TAKEAWAYS:
Discover more about NSTA’s asynchronous professional learning opportunity

SPEAKERS:
Michelle Phillips (NSTA: Arlington, VA)

Concerned about the achievement gap? Learn about the latest achievement gap data, experience a strategy for facilitating equity conversations with students, colleagues, and/or PD participants, which will enhance students’ STEM achievement and foster educators’ leadership skills.

TAKEAWAYS:
Participants will experience a unique equity-enhancing strategy and discuss how it might be used by teachers to create positive classroom cultures that nurture the STEM achievement of all their students, or with colleagues or PD participants as an asset to developing their leadership skills

SPEAKERS:
Jerry Valadez (Fresno State and SAM Academy CSW)

Look across the Essential Elements, Leadership, Resources, and Coherence, to identify enabling conditions for curriculum-based professional learning to ensure that all teachers are prepared to leverage high-quality materials as they provide meaningful learning experiences for all students.

TAKEAWAYS:
Gain concrete ideas about how you, as a leader, can plan for effective curriculum-based professional learning.

Hear how a K-8 district just north of Chicago with 18 schools is transforming science teaching and learning through cultivating Professional Learning Communities (PLCs), leveraging student experience surveys, and providing professional learning opportunities for-teachers-by-teachers.

TAKEAWAYS:
Teacher leaders & students are crucial to scaling reform efforts. Participants will walk away with a detailed model for cultivating science PLCs, example student experience surveys that elevate student voice, and structures that support the offering of professional learning for teachers by teachers.

SPEAKERS:
Kafi Chase (Chute Middle School), Yang Zhang (Northwestern University: Evanston, IL), Shannon Dangerfield (Haven Middle School: Evanston, IL), Megan McDermott (8th grade science educator), Alissa Berg (Evanston Skokie School District 65)

Join us in sharing YOUR concerns for enhancing equity and access in classrooms, schools, or districts. Learn what NSTA, and others, are doing or providing for STEM equity, as potential resources. Experience an equity-enhancing strategy that may be useful for your equity toolkit.

TAKEAWAYS:
Participants will share and learn what others are doing, as they listen to the challenges and accomplishments of their equity efforts. Being with like-minded individuals, they will be encouraged and supported in a confidential, safe environment. Knowing that one is not alone is always comforting

SPEAKERS:
Jerry Valadez (Fresno State and SAM Academy CSW)

In 2018, TNTP published its landmark report “The Opportunity Myth" which showed that to be on track to reach their post-secondary goals, students needed consistent access to four key resources: (1) rigorous instruction, (2) grade-appropriate assignments, (3) deep engagement, and (4) high expectations. In this session, participants will learn about the findings of “The Opportunity Myth” and explore TNTP’s tools for strong instruction and grade-appropriate assignments in Science. During this session, teachers will review the tools and have an opportunity to practice using them with assignments and classroom videos. Participants will also hear the story of how teachers in east Tennessee rapidly improved their practice through the implementation of a single unit from OpenSciEd. Teachers will reflect on the roadblocks they faced, including partial state standards alignment, and will share the benefits they are realizing in their classrooms because of this change in pedagogy.

TAKEAWAYS:
Implementation of even a single unit from a high-quality science curriculum leads to stronger instruction and increased access to grade-appropriate assignments in science classrooms. Despite facing the barrier of partial alignment, teachers still improved learning for students using this method.

SPEAKERS:
Jessica Proffitt (Director, Academics: Richmond, VA), Breshay Helton (Implementation Coordinator: Greeneville, TN), Elizabeth Naegele (TNTP: No City, No State)

In the past 20 years, we've learned so much about the brain. Come learn about, or get data to back up, some neuroscience-backed best practices to help students stay engaged and motivated while also combatting the devastating impacts of stress, anger, and trauma.

TAKEAWAYS:
Participants will learn brain-based best practices to transform school culture and instructional time.

SPEAKERS:
Katie Busch (The University of Alabama at Birmingham: Birimingham, AL)

Each year new teachers join districts ready to work with students. Navigating district initiatives, curriculum, parents and student learning can be overwhelming. To support new teachers, Northwest ISD developed New Teacher Academy, a unique, on-going PD to help retain teachers.

TAKEAWAYS:
Attendees will learn the components of New Teacher Academy and how to implement strategies focused on brand new and new to district teachers in order to support teachers and increase retention.

SPEAKERS:
Courtney Toht (Northwest ISD: Fort Worth, TX), Kelly Suarez (Northwest ISD: Fort Worth, TX)

Ideas and concrete strategies for building collaborative, generative partnerships with community groups, nonprofits, preK–12 schools, museums, and community colleges in order to transform the STEM ecosystem and preservice teachers' futures will be shared.

TAKEAWAYS:
Participants will: 1. hear from different partners about the generative ways we have collaborated to increase diversity in our STEM teacher preparation program; 2. engage in discussion and planning next steps for reaching out to a potential collaborative partner; and 3. learn about the ways in which

SPEAKERS:
Bonnie Maur (Sacred Heart University: Fairfield, CT)