FILTERS APPLIED:PreK - 5, Leadership and Advocacy
Kansas City Convention Center - 2214
TAKEAWAYS: This project provides a model for engaging out-of-school time staff in professional development designed around their specific needs and cultural wealth in historically minoritized communities that is broadly adaptable.
SPEAKERS:Ruth Kaggwa (Donald Danforth Plant Science Center: Saint Louis, MO), Kristine Callis-Duehl (Donald Danforth Plant Science Center: Saint Louis, MO)
Preservice Science Education
Kansas City Convention Center - Grand Ballroom 2501
Portals are “a gateway between one world and the next,” Arundhati Roy offers. As young people use video games, they are accessing and developing portals, revealing how they imagine new social possibilities, futures, and worlds. In this keynote, Cortez will share insights and vignettes from The Learning To Transform (LiTT) Video Gaming Lab, a space he founded that supports undergraduates, community members, and Black and Latinx high school students in jointly re-imagining the role of everyday gaming as a robust site for learning. Through these examples, Cortez will offer new pedagogical portals for how social justice, the socio-political imagination, play, and STEM converge in everyday learning contexts.
TAKEAWAYS: Through examples, Cortez will offer new pedagogical portals for how social justice, the socio-political imagination, play, and STEM converge in everyday learning contexts.
SPEAKERS:Arturo Cortez (Assistant Professor: Boulder, CO)
Kansas City Marriott Downtown - Colonial Ballroom
Curriculum implementation is complicated and requires significant planning so that the system, including everyone in it, can make the needed shifts in practice to reap the benefits of using high-quality instructional materials to strengthen science teaching and learning. Participants will have a common experience with “a change” and consider important lessons that can help them lead change in their systems.
TAKEAWAYS: Leaders can create a culture that is conducive to the significant changes in knowledge, beliefs, and practices required to support the implementation of high-quality instructional materials for next generation science.
SPEAKERS:Janna Mahfoud (BSCS Science Learning: Colorado Springs, CO), Susan Gomez Zwiep (BSCS Science Learning: Colorado Springs, CO), Jody Bintz (BSCS Science Learning: Colorado Springs, CO)
Kansas City Marriott Downtown - Truman A
Supporting the teacher as the “designer” of science instruction is essential to cultivating a learning environment in the science classroom that leverages sense-making. Participants will learn about “look for’s” for high quality instruction, their implications for evaluation and the value of giving teachers both confidence and inspiration to innovate.
TAKEAWAYS: Administrators will learn practical ways to support teachers in shifting instructional practices that support the demands of the NGSS.
SPEAKERS:Zoe Evans (Bremen City Schools: Bremen, GA), Michael Fumagalli (Assistant Director of Teaching & Learning: Glen Ellyn, IL)
Kansas City Convention Center - 3501 H
This session will outline work that Saint Paul Public Schools, BSCS Science Learning, and OpenSciEd have done to adapt OpenSciEd materials to support standards implementation and district equity goals. The session will explain key considerations and modifications needed to align materials with domain-specific standards, while maintaining curricular coherence from the students’ perspective. The team will share professional learning strategies to develop teachers’ professional capacity to use the goals and key instructional elements of OpenSciEd as lenses for enhancing standards alignment and enhancing the meaningfulness of students’ learning. The team will share features of responsive partnerships that attend to local context and support teachers and leaders as they shift classroom practices and partner together in the adaptation work. Participants will then apply lessons learned to consider implementing or adapting OpenSciEd curriculum in their local contexts.
TAKEAWAYS: Participants will learn what considerations are important for developing a well-crafted plan for implementing and adapting OpenSciEd for use in their local contexts. Presenters will highlight key resources that can be instrumental for supporting desired shifts.
SPEAKERS:Michael Novak (Northwestern University: Evanston, IL), Whitney Mills (BSCS Science Learning: Colorado Springs, CO), Abraham Lo (BSCS Science Learning: Colorado Springs, CO), Molly Leifeld (Saint Paul Public Schools: Saint Paul, MN), Matt Krehbiel (OpenSciEd: New York, NY)
Kansas City Marriott Downtown - Trianon E
TAKEAWAYS: Chris will share her winding journey through valleys and over mountains in search of her passion. She often struggles to find the confidence to step out into the unknown, but has found inspiration and encouragement from others along the way as she pursues her passion to make a difference.
SPEAKERS:Chris Embry Mohr (Olympia High School: Stanford, IL)
Kansas City Convention Center - 3501 A
What would it look like if we designed all aspects of the assessment system to prioritize impact on instruction and students?
Traditional ideas about assessment systems describe assessment systems in the ideal world, where state summative assessments have the smallest footprint, and meaningful classroom assessments are the most important component. However, in practice, we know this is not always the case–because of the stakes and funding attached to large scale testing (both perceived and real), assessments that are not meant to inform instruction end up shaping a lot of the decisions educators make about student learning.
In this session, we will discuss how we rectify this in assessment system design, including examples and implications for state, district, and classroom assessments. The session will include opportunities for participants to inform the development of policy documents to inform assessment system development.
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 (University of Colorado Boulder: Boulder, CO), Kelley Aitken (Winchester Public Schools: Winchester, VA)
Kansas City Convention Center - 2211
Three first year elementary teachers will share their stories of the science educational journey they’ve begun. They will share their ah-ha moments, key learnings, and challenges from their adventures: taking their first science methods course, attending and presenting at their first national NSTA conference last summer, completing their student teaching experience, and beginning their first year of their educational career. Their stories of teaching science in the elementary classroom can provide insight on the demands of elementary teachers, the challenges they face related to science instruction, and the solutions they’ve designed to ensure their students engage in science in their classrooms. The session will provide an authentic perspective on how they are working to be change agents for elementary science education. The session will be moderated by their elementary science methods professor, who continues to serve as a mentor on their journey.
TAKEAWAYS: Teachers face a variety of challenges when it comes to science instruction in the elementary classroom. These stories will provide an authentic lens to view these challenges and how these teachers are working to change the narrative of science education in the elementary classroom.
SPEAKERS:Ava Hauser (Rising STAR Elem Sch: Shawnee Mission, KS), Abigail Depperschmidt (Solomon USD 393: No City, No State), Beth Pesnell (Kansas State University: Manhattan, KS)
Equity Preservice Science Education
TAKEAWAYS: Attendees will learn how Universities and Science Olympiad can increase STEM education support to local schools and develop capacity within their pre-service teacher candidates to use Science Olympiad’s high quality, NGSS aligned science, math, and engineering experiences with their future students.
SPEAKERS:Bob Melton (University of Central Oklahoma: Edmond, OK)
Preservice Science Education
Kansas City Convention Center - 2105
In order for teachers to support the three-dimensional learning of their students, they need high-quality professional learning (PL). This presentation outlines a PL approach that focuses on Ambitious Science Teaching (Windschitl, M. Thompson, J., & Braaten, M., 2018) as an approach to support teacher and student three-dimensional science learning. The PL model includes 4 PL sessions followed by 3 action periods to “try-on” strategies in their classrooms. During the PL sessions teachers experienced ambitious strategies as learners, connected theory to practice, collaborated meaningfully with colleagues, and reflected on their implementation of strategies. The sessions led to a change in teacher practice that was evident through the artifacts they collected. Teachers also made cross-curricular connections with many of the introduced strategies. This presentation provides suggestions for supporting teachers in implementing ambitious science teaching strategies.
TAKEAWAYS: The audience will walk away with a model for high-quality professional learning for teachers that supports student growth in three-dimensional science learning. The model can be implemented at the school, district, or cross-district level.
SPEAKERS:Heather Milo (Washington University in St. Louis: St. Louis, MO), Alex Gerber (Instructional Specialist: University City, MO)
General Science Sensemaking
Grades PreK - 2 Grades 3 - 5
Kansas City Convention Center - 3501 G
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:Flavio Mendez (NSTA: Arlington, VA)
This session will help administrators to answer: What should I see and not see in a 3-dimensional science classroom? How do I provide effective feedback to the teacher? How do I support instructional innovation as an instructional leader?
TAKEAWAYS: Administrators will feel empowered to lead science instruction in their schools, even without a science background.
SPEAKERS:Michael Fumagalli (Assistant Director of Teaching & Learning: Glen Ellyn, IL)
Kansas City Marriott Downtown - Trianon C/D
TAKEAWAYS: In short, adults learn differently than our students. So educational leaders need an aligned mindset and appropriate skills to coach science teachers through any change needed to improve.
SPEAKERS:Derek McDowell (Frisco ISD: Frisco, TX)
TAKEAWAYS: Practical guidance for moving your multi-tiered system forward with implementation of high-quality instructional materials.
SPEAKERS:Richard Bacolor (Wayne RESA: Wayne, MI), John Tafelski (Assistant Superintendent: Allen Park, MI)
Kansas City Convention Center - 2202
Sponsoring Company: NSTA - Shell Science Teaching Awards and Competitions
In this hands on workshop you will begin your application for one of three programs sponsored by Shell USA, Inc. You will learn key components to creating a strong application, and strengthen your chances to win for your students, school. Prizes and gift cards will be given in a drawing.
SPEAKERS:Adrine Williams (Jackson State University: Jackson, MS), Amanda Upton (NSTA: Arlington, VA)
Equity General Science
Grades PreK - 2 Grades 3 - 5 Grades 6 - 8 Grades 9 - 12
TAKEAWAYS: Leaders can support teachers with making the instructional shifts called for in the NRC’s Framework through immersive, curriculum-based professional learning programs.
SPEAKERS:Jenine Cotton-Proby (BSCS Science Learning: Colorado Springs, CO), Cynthia Gay (BSCS Science Learning: Colorado Springs, CO), Jody Bintz (BSCS Science Learning: Colorado Springs, CO)
TAKEAWAYS: By attending to Core and Structural Design Features of curriculum-based professional learning, leaders take a systems approach to supporting teachers in the instructional shifts called for by NRC’s Framework. These shifts promote three-dimensional phenomena/problem-driven science teaching and learning.
SPEAKERS:Amy Belcastro (Science Educator/Grad Student), Jody Bintz (BSCS Science Learning: Colorado Springs, CO)
Kansas City Convention Center - 2215 A
TAKEAWAYS: Anti-bias work in the classroom can be implemented in all curricular areas, especially in STEM/STEAM.
SPEAKERS:Anissa Williams (Niper Middle School: Kirkwood, MO)
Kansas City Convention Center - 3501 E
EdReports is well known for its reports evaluating high-quality instructional materials (HQIM), however this session will support participants in understanding EdReports beyond the reports. We will dig into how to identify local priorities and set an instructional vision that will serve as a benchmark for a smart instructional materials adoption process. We will deliver strategies for engaging local educators and stakeholders in decision making and equip leaders with how to be advocates for HQIM. Participants will engage in large and small group conversations to reflect on their local adoption practices and learn about how to utilize EdReports resources to improve current practice. Participants will be provided with resources highlighting the resources EdReports offers around materials adoption as well as aspects of the review tools and reports.
TAKEAWAYS: Participants will learn how to develop local priorities and establish an instructional vision, will engage with EdReports reviews of instructional materials to make informed decisions based on local context, and will leave with materials to support replicating this process with local educators.
SPEAKERS:Teresa Eliopoulos (EdReports.org: Alexandria, VA), Sam Shaw (EdReports.org)
TAKEAWAYS: Attendees will have a better understanding of how to identify true Three-Dimensional instruction.
SPEAKERS:Christina Hilton (Central Indiana Educational Service Center: Indianapolis, IN)
TAKEAWAYS: Gain strategies and resources to support your evaluation and instructional coaching cycles.
SPEAKERS:Zoe Evans (Bremen City Schools: Bremen, GA)
Presenters will discuss how a partnership with the Illinois State Board of Education (ISBE) and the SIU STEM Education Research Center @ Carbondale, IL built a 100% IL-developed Science Assessment. There was a concerted effort by SIU to include willing and qualified IL educators to score constructed responses and item development. It proved to be a powerful professional learning experience. Participants improved their understanding of NGSS (Illinois Learning Standards in Science (ILS-S/NGSS) and classroom practices. Participants report this experience was rewarding personally and professionally, and their classroom instruction benefited students. We will present participant survey data and testimonials to support our claims. Teachers often say there is a lack of meaningful and rewarding NGSS/science professional learning opportunities. We found the Illinois Science Assessment Project is one of the few. We suggest other states, agencies consider the same.
TAKEAWAYS: Meaningfully including in-service educators in developing your state assessment will transform the black box of large-scale summative assessment to a joint endeavor that will see teacher buy-in and professional development increase, and student learning and scores go up.
SPEAKERS:Harvey Henson (Southern Illinois University Carbondale: Carbondale, IL), Kristin Rademaker (NSTA: Arlington, VA)
Kansas City Convention Center - 3501 B
The three presenters: a classroom teacher, a district science coordinator, and a state science supervisor, will share the different roles and perspectives we each hold in Kansas science education and how that has shaped our different paths to understanding NGSS through collaborative work with each other over the last 6+ years. We will highlight multiple resources that have helped our understanding and implementation of the NGSS in various contexts.
During this session, resources will include: unpacking tools, administrative book studies, PLC guidance, and recommendations for how tools might be modified while maintaining integrity of the standards in different contexts.
TAKEAWAYS: The session will provide resources to collaborate with various stakeholders to improve capacity and efficacy with the NGSS. We will share processes for how we have unpacked the science standards which resulted in better understanding of classroom practices, instruction, & assessment across Kansas.
SPEAKERS:Meg Richard (Kansas Department of Education: , KS), Stephanie Alderman-Oler (Washington High School: Kansas City, KS), Spencer Martin (Kansas City Kansas Public Schools: Kansas City, KS)
Kansas City Convention Center - 2102 B
The NGSS set forth a call to action requiring all teachers to make the changes necessary to provide equitable and high-quality science instruction. However, for teachers to change their teaching practice it requires that they first understand the current reality of their classroom. Video recording is a powerful tool that can help teachers and partners in the classroom recognize strengths in order to determine areas for growth and change. Additionally, video can reveal to a teacher biases in their interactions with students that have gone previously unnoticed. Teachers often feel too vulnerable or are unprepared to use video. In this session we will take part in a reflective exercise to help educators become more comfortable with using video recording as a form of job-embedded professional learning. Participants will learn about a group of science educators who used a reflective protocol, how it impacted their attitude towards video recording and resulted in real change.
TAKEAWAYS: Participants will learn about a group of science educators who used a reflective protocol, how it impacted their attitude towards video recording, and resulted in real change. A checklist to prepare for recording and a tool to use for watching/reflecting on videos for goal setting will be provided.
SPEAKERS:Sarah Millette (Chicago Public Schools: No City, No State), Andrew DeVivo (Chicago Public Schools: Chicago, IL), Carla Shortino (Chicago Public Schools: Chicago, IL)
Grades PreK - 2 Grades 3 - 5
TAKEAWAYS: Administrators will learn how to develop a science professional learning program that is research-based, overcomes local challenges, and is guaranteed to impact science teacher practices and student learning.
SPEAKERS:Emily Starr (STEM Specialist: Clinton, IA)
Advocacy Preservice Science Education
Kansas City Convention Center - 3501 F
TAKEAWAYS: Gain concrete ideas about how you, as a leader, can plan for effective curriculum-based professional learning.
SPEAKERS:Nancy Hopkins-Evans (BSCS Science Learning: Colorado Springs, CO)
Have you ever wondered where to find Federal STEM education resources that can provide authentic learning experiences for your students? Come join many federal agencies including but not limited to: Dept of Education, NOAA, EPA, and NIH , to learn more!
TAKEAWAYS: Teachers will learn what K-12 STEM learning resources are offered by federal agencies. In addition, teachers will engage in two-way conversations with federal representatives about the STEM resources, programs, and opportunities that are available. Educators will leave with a one-page resource guide.
SPEAKERS:Rachel Crowley (NIGMS, National Institutes of Health: No City, No State), Jorge Valdes (U.S. Patent and Trademark Office: Alexandria, VA), Kayla Smith (National Oceanic and Atmospheric Administration: Silver Spring, MD), Patti Curtis (U.S. Department of Education: No City, No State), Melissa Anley-Mills (U.S. EPA: Washington, DC)
Dr. Conerly will lead a discussion with other past Shell awardees about strategies and pathways for science educators to develop their leadership skills and advance in their careers while advocating for and promoting opportunities for students.
TAKEAWAYS: Dr. Conerly will lead a discussion with other past Shell awardees about strategies and pathways for science educators to develop their leadership skills and advance in their careers while advocating for and promoting opportunities for students.
SPEAKERS:Alicia Conerly (Marion County Schools: Columbia, MS), Roy Basa (Zuni Public School District: Zuni, NM), Adrine Williams (Jackson State University: Jackson, MS), Cecelia Gillam (Hahnville High School: La Place, LA)
This session provides insight for administrators, professional developers, curriculum coordinators, instructional coaches, higher education faculty, and teachers related to models of STEM instruction focused on SEPs at the K-8 level. Collaborative efforts between school leadership and university faculty have led to the development of STEM programming in two school districts in Southeast Missouri. Using and integrating the expertise of local STEM education professionals (university faculty specializing in STEM education), these school districts (one urban, one rural) designed and implemented very different STEM integration models. Attendees will learn about each model from those integral to the development process. Presenters will share elements of their strategic plans, including curricular structures, human capital/roles, resource/budget considerations, instructional components, and other sustainability aspects, such as environmental and political support and community partnerships.
TAKEAWAYS: Attendees will learn about STEM program development and STEM professional development models. STEM Education frameworks and a toolkit used as a foundation for strategic planning and sustainability will be shared and available for attendees.
SPEAKERS:Andi Maddox (Director of Curriculum and Instruction: Kennett, MO), Tyler Lappe (Instructional Coach: Cape Girardeau, MO), Trudy Giasi (Valle Catholic Schools: Ste. Genevieve, MO)
As an organization that focuses on developing and supporting science education leaders, NSELA provides professional learning and resources as well as opportunities to work collaboratively and to advocate for quality science education for all. Session participants will learn about successful formal and informal science partnerships happening across the country and will work in groups to collaboratively discuss strategies for developing successful science partnerships within their own communities.
TAKEAWAYS: Successful partnerships between formal and informal science institutions increase student and community engagement in STEM education.
SPEAKERS:Trisha Herminghaus (Alaska Science Education Consultants: Anchorage, AK), Matthew Christiansen (Oceanside School District: Oceanside, NY)
Advocacy Informal Education
To realize the vision of the Next Generation Science Standards and NRC’s Framework for K-12 Science
Education, the NEXUS Academy for Science Curriculum Leadership (a project of WestEd and BSCS Science Learning) developed three guiding equity principles for leaders to consider. These equity principles are integrated with other leadership knowledge bases to support science leadership work to ensure equitable outcomes for all learners as part of implementing high-quality science curriculum.
In this session, participants will 1) experience a sample leadership learning experience to reflect on their values and approaches to equity work; 2) engage with the NEXUS Equity Principles and make connections to their own ideas and science leadership roles; 3) consider how the specific tools and resources shared could influence their science leadership work in their context.
TAKEAWAYS: Beliefs, knowledge, context, and lived-experiences shape approaches to equity work. The NEXUS Academy for Science Curriculum Leadership has developed Equity Principles to consider and intertwine with other leadership knowledge bases as leaders work to ensure equity for all learners in the system.
SPEAKERS:Susan Gomez Zwiep (BSCS Science Learning: Colorado Springs, CO), Jenine Cotton-Proby (BSCS Science Learning: Colorado Springs, CO), Janna Mahfoud (BSCS Science Learning: Colorado Springs, CO)
Kansas City Convention Center - Exhibit Hall, Poster Session Aisle
Since the early 2000s when the NSF coined the acronym “STEM” to increase attention and national investment in science, technology, engineering, and mathematics, the “S” in STEM provided the foundation for the accompanying “TEM” disciplines. The pandemic exposed the need for increased public literacy around biomedicine, paving the way for an additional “M” (medicine) in STEM. Building a successful STEMM ecosystem includes increasing access to biomedicine across disciplines to advance equitable access for all students. Campuses and/or districts must reach consensus on the action plan for transdisciplinary STEMM curricular development. At BCM, we developed a 3-day STEMM Planning Institute for K-12 campus teams (administrators, support staff, and key educators) aimed at creating, building, or restructuring STEMM programs. This poster will highlight the planning tools, preliminary findings regarding the planning process, and thematic barriers/successes of STEMM implementation.
TAKEAWAYS: This poster will highlight the planning tools, preliminary findings regarding the planning process, and thematic barriers/successes of STEMM implementation for K-12 school campuses and districts.
SPEAKERS:Matthew Blank (Assistant Professor: Houston, TX)
TAKEAWAYS: Science education can be transformed through partnerships between colleges and schools. Elementary teachers sometimes lack time to focus on the subject of science. Colleges can collaborate with schools to give students science learning experiences they may not get otherwise.
SPEAKERS:Tami Ensor (Westminster College: Fulton, MO), Annette Ramirez (Preservice Teacher/Student: No City, No State), Courtney Street (Student: No City, No State)
TAKEAWAYS: Learn about the variety of professional learning opportunities that NSTA has to offer.
SPEAKERS:Michelle Phillips (NSTA: Arlington, VA)
General Science Preservice Science Education
TAKEAWAYS: Learn how to bring NSTA professional learning services to your school, district, or organization (face-to-face, virtual, and hybrid).
We know two things: 1) the purchase of new instructional materials represents a significant district investment and 2) effective classroom use of high-quality instructional materials improves student learning. NextGen TIME can help districts ensure investment in the best possible instructional materials and provide guidance on preparing teachers for effective use.
NextGen TIME is a suite of tools and processes to support districts in evaluating, selecting, and implementing instructional materials designed for the NGSS. NextGen TIME is also designed as a professional learning experience for teachers to deepen their understanding of NGSS as they analyze instructional materials. It addresses the needs of states, districts, and schools for a deep understanding of the NGSS to make selection decisions for instructional materials, plan for implementation of those materials, and provide teacher professional learning that enables effective implementation of NGSS‐aligned teaching and learning.
TAKEAWAYS: Learn how NextGen TIME supports the evaluation of current instructional materials to strengthen their design for NGSS and how NextGen TIME tools and processes can serve as critical components of curriculum-based professional learning. You’ll walk away with free access to NextGen TIME resources.
SPEAKERS: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)
Equity General Science
TAKEAWAYS: Kansas teachers will learn about the Kansas Association of Teachers of Science, the professional development opportunities they provide, and the system of networking they create to bridge science teachers together in the state of Kansas.
SPEAKERS:Betsy Lawrence (Summit Trail Middle School: Olathe, KS)
General Science Leadership
In this session, participants will consider the ramifications of climate fatigue on generations who are and will continue to be responsible for climate-affecting decisions as scientists and citizens as well as the means to apply social-emotional learning (SEL) to equip educators and students with hope. Participants will explore the benefits (for educators and students) of integrating SEL concepts and benchmarks with the NGSS throughout educator and student learning experiences. We will identify connections between and opportunities for educator- and student-led discussions, advocacy opportunities, and giving educators and students ownership and agency in their learning through utilizing their backgrounds, interests, abilities, and voice. Participants will have access to strategies and tools that support the integration of SEL within climate science instruction and overviews of instructional units that lend themselves to building climate optimism.
TAKEAWAYS: Participants will leave with a set of strategies and tools to implement with regard to their own relationships with climate science, as well as those they can use with other educators and their students to shift toward hope and advocacy.
SPEAKERS:Erin Lark (Kognity: Stockholm, 0)
Kansas City Convention Center - 2215 C
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 (Discovery Education: Silver Spring, MD)
General Science Leadership
Kansas City Convention Center - 2505 A
Sponsoring Company: Savvas Learning Company
Join Professor Michael Wysession in an inspirational session to reconnect you with the reasons you chose teaching as your profession. Through the lens of a modernized ancient concept (the Japanese “Ikigai”), participants will reflect on their teaching careers and rediscover the rewards (personal, societal, financial) of the teaching profession.
SPEAKERS:Michael Wysession (Washington University in St. Louis: Saint Louis, MO)
Earth & Space Science General Science Leadership Physics
Grades 9 - 12
TAKEAWAYS: Develop your knowledge, skills, and confidence to lead your school or district toward successful NGSS assessment development with a focus on SEPs, access, and equity.
SPEAKERS:Julia Smith (Riverside Unified School District: Riverside, CA)
TAKEAWAYS: Participants will experience practical human-centered design processes, methods, and tools used to deeply understand the people they are looking to serve and to continuously innovate solutions. Participants will leave this session equipped with strategies to design impactful learning experiences.
SPEAKERS:Abby Tolley (Learning Analyst), Brian Beierle (Vivayic, Inc.: No City, No State)
We believe that to transform science teaching and learning to benefit all students, we as district leaders need to foster educator interest and capacity. A Framework for K-12 Science Education states, “Alignment of teacher preparation and professional development with the vision of science education advanced in this framework is essential for eventual widespread implementation of the type of instruction that will be needed for students to achieve the standards based on it” (p256). The NSTA position paper on Elementary Science declares that to support high-quality elementary science learning, school and district leaders should create time and space to facilitate collaborative professional learning communities for teachers. In the 2023-2024 school year our Howard County Public School System (Maryland) Elementary Science Teacher Leader (ESTL) cohort will be going on its eighth consecutive year. We'd like to share this cohort as an exemplar model for supporting the aforementioned goals.
TAKEAWAYS: Whether you're starting small with limited resources or looking to enhance an existing structure, join us in this interactive session to learn specific strategies for facilitating -- starting and maintaining -- a collaborative professional learning community for science teacher leaders.
SPEAKERS:Kelley Hatcher (Hollifield Station Elementary School: Elkridge, MD), Jenn Brown-Whale (Howard County Public School System: Ellicott City, MD)
Kansas City Convention Center - 2103 C
Collaborating with teachers to support their professional growth is a key role for coaches and leaders. How we deliver feedback designed to strengthen instruction determines if teachers will apply it or not. This session looks at a 6-step structure that positions coaches and administrators as instructional leaders. The structure includes clarity on what is being shared, evidence of how the suggestions are connected to practice, and actionable ideas that, when implemented, will make an immediate impact on teaching and learning.
TAKEAWAYS: Gather specific evidence from classroom observations and frame relevant feedback in a way that partners leaders/coaches with teachers and leaves them feeling valued, supported, and empowered to improve instruction tomorrow.
SPEAKERS:Connie Hamilton (Author/Consultant: , MI)
TAKEAWAYS: Differentiation is not just for the classroom, it is also a component of designing effective professional learning.
SPEAKERS:Brooke Whitworth (Clemson University: Clemson, SC)
Kansas City Convention Center - 2102 A
In this session we will discuss the strategies, approaches and the findings from an 18-month statewide project for systems-level change for content integration anchored in science. This project was created by the Washington Office of the Superintendent of Public Instruction in collaboration with The Lawrence Hall of Science. Participants will engage in hands-on experiences, discussions, and presentations to learn about essential features for mutually supportive content integration and to reflect on and share their own efforts to advance content integration in their contexts. They will explore and take away the tools and strategies used in the project with teachers and instructional leaders and will have opportunities to share the conditions of their own contexts, reflect on how the strategies employed in this model may apply in their own systems, and identify entry points for beginning and/or advancing implementation.
TAKEAWAYS: Teachers and leaders will gain insight into the principles and definitions of content integration with science as the anchor and explore tools, strategies, and system-wide approaches they can use in their own context in order to identify their next step towards content integration.
SPEAKERS:Sarah Pedemonte (The Lawrence Hall of Science: Berkeley, CA), Rebecca Abbott (The Lawrence Hall of Science: Berkeley, CA)
Grades PreK - 2 Grades 3 - 5
Kansas City Convention Center - 2215 B
How do we build teacher capacity and leadership skills using collaborative opportunities and content-focused coaching in an urban, high needs district? In New Brunswick, NJ, science supervisors, specialists, and district leaders worked together to support teachers in becoming science/STEM leaders and agents of change in the science field through the creation of a variety of collaborative spaces including high-quality professional development focusing on data-driven instructional practices, content-focused coaching sessions, and teacher-facilitated community events. Cohorts of grade 3-5 teachers engaged in the development of personal and district-wide content and pedagogical goals, reflected on the effectiveness of current science instructional practices & identified areas for growth, designed an implementation plan for the enactment of high-quality Science Instruction & 3D Assessments, and developed action steps to raise the profile of science education in the district and community.
TAKEAWAYS: We will explore how to successfully and effectively build teacher capacity and leadership skills through high-quality professional development, focusing on data-driven instructional practices, content-focused coaching sessions, and teacher-facilitated community events.
SPEAKERS:Cynthia Ruszczyk (New Brunswick Middle School: New Brunswick, NJ), Elizabeth Nunez (New Brunswick Public Schools: New Brunswick, NJ)
Advocacy General Science
Nature, we vacation near it, we immerse ourselves in it, we need it for survival. A student’s natural curiosity about nature and the world around them can drive science learning and outcomes. Investigating natural phenomena within your state and close to your school creates authentic and relevant opportunities for students to research their local ecosystems. Experiences with nature not only promotes learning, but can help close the achievement gap (Liberman, 1998. Closing the Achievement Gap.) Citing studies, we will discuss how spending time in nature is healthy for students, faculty, and staff. Nature can lower blood pressure, calm anxiety, and improve mood. Using Missouri Department of Conservation’s Discover Nature Schools Curriculum as an example, we will discuss how taking learning outside can meet NGSS Ecosystems: Interactions, Energy, and Dynamics and the Earth and Human Activity Strands. We will discuss ways to find and/or create nature experience near you.
TAKEAWAYS: Nature is everywhere, accessible to everyone; from studying a crack in the sidewalk, where ants and other insects travel, to studying ponds, prairies, and forests. I can find and create nature study opportunities at my school, whether it is urban, suburban, or rural.
SPEAKERS:Kathi Moore (Conservation Educator: HANNIBAL, MO), Sherri Russell (State Wildlife Veterinarian: Jefferson City, MO)
Life Science Sensemaking
TAKEAWAYS: Gain viewpoints into the lives of women who have persisted and succeeded in the newly emerging STEM field of indoor agriculture, better understanding the themes of family and school influence, pivotal and transformational experiences in indoor agriculture, and science identity construction.
SPEAKERS:Dr. Kim Smith Kolasa (Partnership Development Director)
This session will consider current learning models, instructional strategies, and professional development opportunities to support growth in STEM and innovation. In sharing my experiences as a K12 science teacher and department leader, I hope to stimulate conversation, collaboration, and networking to support each other as we work to move STEM education forward. Methods will progressive learning, PBL, and teacher-designed professional growth experiences. This session will be a hybrid session that will include both presentation and discussion.
TAKEAWAYS: We will connect and engage in critical conversations about our experiences as science teachers and leaders to imagine a path for growing our scientific future. Attendees will leave with new ideas, connections, and vision for the future.
SPEAKERS:Tara Bonebrake (The Summit Preparatory School: Springfield, MO)
In May 2008 a group of educators exanimated current research and the critical role that teacher leaders play in education. Upon reviewing this data, they believe that teacher leadership is the most powerful method to promote effective and collaborative teaching practices leading to student success. The Teaching Leadership Exploratory Consortium developed the Teacher Leader Model Standards. This set of seven domains describes the knowledge base and skills needed by a teacher leader to assume a leadership role in all aspects of education. In this session participants will examine and discuss the Teacher Leader Model Standards. Digging into the standards they will describe key actions and practices for each of the seven domains. Participants will be asked to reflect on their role as a teacher leader and select one of the domains to focus on as they begin or continue their work as a teacher leader.
TAKEAWAYS: Digging into the standards, participants will describe key actions and practices for each of the seven domains. They will be asked to reflect on their role as a teacher leader and select one of the domains to focus on as they begin or continue their work as a teacher leader.
SPEAKERS:Jenne VandePanne (Michigan Technological University/Newaygo Public Schools: Newaygo, MI), Jessica Wagenmaker (Holton Middle School: Holton, MI)
TAKEAWAYS: A system, structure, and tools will be provided so school leaders can implement their own CIFT teams immediately. Learn how to choose a team, where to find a facilitator, and how to create an agenda. Template provided for easy transition to put into practice.
TAKEAWAYS: Come find out how to take your NSTA presentation to the next level -- published in an NSTA journal. Attendees will learn and be encouraged to reach even more people by publishing what was shared in their workshops and presentations.
SPEAKERS:Elizabeth Barrett-Zahn (National Science Teaching Association)
Kansas City Convention Center - 2104 A
TAKEAWAYS: Attendees will learn about leadership opportunities through programs such as Science Olympiad, NSTA, and NSELA that they can take advantage of while remaining in the classroom.
SPEAKERS:John Loehr (Science Olympiad: Oakbrook Terrace, IL)
Kansas City Convention Center - 2207
TAKEAWAYS: Key features of instructional-materials-based PL include (1) providing HQIMs, (2) modeling instruction, (3) content specific, (4) equity front and center, (5) reflection, (6) teaching rehearsals, (7) feedback, (8) examine student thinking, (9) remove problems of practice, and (10) time.
SPEAKERS:Todd Hutner (The University of Alabama: Austin, TX)
The Fort Worth ISD Science Framework takes a culturally responsive, multidimensional approach to science instruction and assessment. When these multiple dimensions are intentionally planned for and incorporated into science instruction and assessment, students move from being receivers of knowledge to active constructors of knowledge, increasing educational excellence for all and moving students toward becoming scientifically informed, ethical, and responsible citizens who can advocate for justice-centered solutions to societal challenges. Participants will learn about the process taken to develop the Fort Worth ISD Science Framework and how district science coordinators worked to get stakeholders on board as they prepared for the adoption and implementation of new standards.
TAKEAWAYS: The creation of a framework for multidimensional science education can support the implementation of new standards and help to get stakeholders on board.
SPEAKERS:Jessica Hilbert (Fort Worth ISD: Fort Worth, TX), Genedra Trotter (Fort Worth ISD), Brooke Whitworth (Clemson University: Clemson, SC)
Kansas City Convention Center - 2205
Since the early 2000s when the NSF coined the acronym “STEM” to increase attention and national investment in science, technology, engineering, and mathematics, the “S” in STEM provided the foundation for the accompanying “TEM” disciplines. The pandemic exposed the need for increased public literacy around biomedicine, paving the way for an additional “M” (medicine) in STEM. Building a successful STEMM ecosystem includes increasing access to biomedicine across disciplines to advance equitable access for all students. Campuses and/or districts must reach consensus on the action plan for transdisciplinary STEMM curricular development. At BCM, we developed a 3-day STEMM Planning Institute for K-12 campus teams (administrators, support staff, and key educators) aimed at creating, building, or restructuring STEMM programs. This presentation will highlight the planning tools, preliminary findings regarding the planning process, and thematic barriers/successes of STEMM implementation.
TAKEAWAYS: This presentation will highlight the planning tools, preliminary findings regarding the planning process, and thematic barriers/successes of STEMM implementation for K-12 school campuses and districts.
This presentation outlines a summer research program for high school students that integrated social-emotional learning with STEM research methods. Due to the impact of remote learning during the pandemic, students lost opportunities for rich science research experiences out of school, which impacted their interest in science and engineering. The 8-week summer program included an internship at a university research lab with practicing scientists and engineers, with daily opportunities for SEL activities, such as mindfulness strategies, goal setting, collaboration, communication, and feedback on specific 21st-century skills using a job readiness rubric. The program culminated in students presenting research posters to a community of faculty, students, and parents, which allowed them to communicate scientific research in a formal setting. We share the program development, implementation, and key outcomes related to self-efficacy, 21st-century skills, and science research skills.
TAKEAWAYS: How to develop a program that engages students in authentic science and engineering research while explicitly incorporating SEL strategies.
SPEAKERS:Johnna O'Neal (Instructional Specialist: No City, No State), Katrina Halasa (Akron Public Schools: Akron, OH)
Kansas City Convention Center - 2204
TAKEAWAYS: Attendees will learn what green schools are and how they benefit students, staff, and administration. Participants will walk away with some ideas for getting started, addressing common challenges, and connecting with green school teams in their state.
SPEAKERS:Traci Jansen (Kirkwood School District: KIRKWOOD, MO)