Welcome to NSTA’s national conference!! Where should you begin? Join us for an exploration of the conference app and NSTA’s social media. You will learn how to maneuver and conquer the conference and leave feeling energized.

TAKEAWAYS:
Learn how to get the most out of your conference experience in addition to becoming an engaged learner.

SPEAKERS:
Elizabeth Mulkerrin (CEO: No City, No State)

In today’s fast-paced world, chronic stress is common, but your mind and body can pay a high price. Learn to recognize overwhelming stress—and what you can do about it. Most importantly, learn how to use the power of your senses to relieve stress on the spot and stay calm, productive, and focused—no matter what life throws at you.

TAKEAWAYS:
Tips on how to manage stress.

SPEAKERS:
Michelle Phillips (NSTA: Arlington, VA), Azra Chughtai (NSTA: McLean, VA)

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)

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)

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)

Find opportunities to grow. Nurture your passion. Create your opportunities. Find opportunities to grow -- I volunteered to serve on committees to evaluate and write curriculum. I went to meetings and conferences. I applied to help write the Next Generation Science Standards. Nurture your passion -- I read journals and blogs, I asked questions, and I attended conferences even when my school district wouldn’t support me. I stretched myself. Create your opportunities -- Stop waiting for the ‘right’ opportunities to present themselves. Reflect on HOW to turn your passion into opportunity. Share your dream with others. Find a mentor. My passion -- my niche -- is educating students and teachers about the science of food production. What’s your passion? What’s your niche? How are you going to conquer that mountain?

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)

Session Objectives: -Provide an opportunity for science education leaders to network and share ideas. -Identify critical issues facing science education and discuss potential solutions. -Inspire and motivate attendees to continue working to improve science education. The session will be held in a relaxed and informal setting. Attendees will have the chance to network and chat with other leaders in the field and identify pressing issues for groups of attendees to discuss. Presenters will facilitate small group table discussions on some of these critical issues. The session will be followed by a discussion period where attendees can share their thoughts and ideas that resonated most with their table groups.

TAKEAWAYS:
Participants will gain insights and perspectives from science education leaders from across the country. This will help them to better understand the challenges and opportunities facing science education today, and to develop strategies for improving science education in their own communities.

SPEAKERS:
Trisha Herminghaus (Alaska Science Education Consultants: Anchorage, AK), Matthew Christiansen (Oceanside High School #7: Oceanside, NY)

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)

Curriculum implementation requires a robust professional learning program to support teachers in making the shifts toward the three dimensional phenomenon-and-problem-driven science teaching and learning called for in NRC’s Framework for K-12 Science Education. This experience is grounded in BSCS Science Learning’s new instructional model, Anchored Inquiry Learning (AIL), and an immersion model of professional learning.

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)

In Oklahoma, The University of Central Oklahoma and Oklahoma State University are working to prepare future STEM teacher/leaders by integrating Science Olympiad volunteering into each institution's pre-service teacher (PST) education programs. With partial funding through a grant from the Science Olympiad USA Foundation, the teacher education programs are partnering with the Oklahoma Science Olympiad (OKSciOly) to provide PSTs who serve as peer-mentors to OkSciOly member schools and Event Supervisors for OKSciOly tournaments as a part of their science education program expectations. The program goals are supported by prior studies that indicate that such a program could be associated with improving PSTs’ confidence, increasing opportunities for practicing skills in planning and assessment, and supporting intrinsic motivation associated with coaching Science Olympiad. We will describe the development and activities, and what we learned from PSTs and member schools about the experience.

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)

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. Presenters will share how to utilize NSTA's online learning resources to support in-person professional learning experiences. A few case-studies will be presented representative of different professional learning options available, including coaching, in-person workshops, online book studies, and 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:
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)

Much of the work of an educational leader is really coaching adults. It’s important to know that adult learning is different. When educational leaders deeply understand what drives social behaviors, then we can reflect on how to approach coaching conversations to promote the targeted change in practice. To address this, participants will explore the domains of SCARF: a brain-based model for collaborating with and influencing others. Participants will experience and practice the critical coaching skills of committed listening/listening with empathy and paraphrasing/fostering dialogue. Participants will leave with a coaching frame strategy to use in facilitating productive coaching conversations as they work to promote change in the educators they support.

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)

Learn how one district moved from individual teachers' curriculum-based professional learning to adopting and implementing high-quality instructional materials in middle school classrooms district wide. Hear the story from different perspectives within our multi-tiered system.

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)

Leaders will study the Core Design Features and Structural Design Features of curriculum-based professional learning to figure out how they can 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. These shifts promote three-dimensional phenomenon and problem-driven science teaching and learning. Participants will read and discuss excerpts of the report from the Carnegie Corporation of New York, The Elements: Transforming Teaching Through Curriculum-Based Professional Learning. They will have opportunities to make connections from the text to the previous two sessions in this series and/or to their prior experiences.

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)

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)

School administrators are tasked with evaluating classroom instruction in all subject areas and many do not have the training to understand the difference between Three-Dimensional Learning and basic hands-on activities and/or demonstrations. This session is designed to equip attendees with the basic understanding of how to parse out the differences and resources will be shared to continue their learning beyond this session.

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)

The session aims to enhance leaders’ knowledge and skills to become effective change agents within their organizations. By leveraging systems thinking, leaders will be better positioned to create systems conditions that support every child. This approach goes beyond isolated interventions, emphasizing the importance of systemic change to ensure lasting impact. This session offers an exceptional opportunity to explore the transformative potential of systems thinking and its practical application. The session will empower science leaders to apply systems-level thinking within their own educational settings. Leaders will delve into the features of systems change mapping, a powerful tool for disrupting the deprioritization of science in K-12 systems. By understanding the entry points and dynamics of one’s system, leaders can strategically identify and address the barriers that hinder equitable access to quality science education.

TAKEAWAYS:
Participants will engage in applying systems-level thinking to their own contexts as a high-leverage strategy for driving equitable change, and will gain a deeper understanding of the features of systems change mapping for disrupting the deprioritization of science in K-12 systems.

SPEAKERS:
Vanessa Lujan (The Lawrence Hall of Science: Berkeley, CA), Sarah Pedemonte (The Lawrence Hall of Science: Berkeley, CA)

N/A

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)

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 (Piper School District USD 203: No City, No State), Stephanie Alderman-Oler (Washington High School: Kansas City, KS), Spencer Martin (Kansas City Kansas Public Schools: Kansas City, KS)

This presentation helps administrators learn how to develop a science professional development program that is research-based, overcomes local challenges, and is guaranteed to impact science teacher practices and student learning. Information shared is the result of six years of grant-funded research and development. 1) Discuss our current limited and ineffective elementary science instruction nationwide and its impact on students (based on research). 2) Discuss a vision for effective elementary science instruction in every classroom (what it looks like in practice). 3) Discuss challenges to executing that vision. 4) Discuss science professional learning research-basis and best practices (including science instructional best practices and professional learning best practices). 5) Introduction of strategies to overcome time, curriculum, location, and funding challenges. 6) Introduction of an administrator professional learning planning tool to create a district action plan.

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)

Look across the Essential Elements of 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.

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 (Benjamin Franklin High School: No City, No State)

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 High School #7: Oceanside, NY)

The NSTA Atlas of the Three Dimensions maps out learning progressions based on the Framework for K–12 Science Education and the Next Generation Science Standards (NGSS). The 62 maps in the Atlas organize all of the elements from standards on a particular topic (e.g., modeling, patterns, or definitions of energy) on a single page. The elements from grades K–2 are at the bottom of the page, and those from grades 9–12 are at the top. Arrows connect elements to indicate how ideas in a particular topic build on each other and how elements in different topics connect to one another. Studying the maps in the Atlas and the additional resources in the appendixes can provide educators with new insights about the standards. This session will provide an overview of how to read a map, the other features of the Atlas, and how educators can use this powerful navigational tool to develop and implement curriculum, instruction, and assessment.

TAKEAWAYS:
Participants will learn how to read the maps and use other tools in the Atlas to understand and interpret standards, and plan instructional sequences as part of their work in curriculum, instruction, and assessment.

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

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)

Join us for a speed-sharing session on how to use sensemaking and phenomena to engage secondary science students in learning. We'll explore the role of phenomena in sensemaking, share tips for selecting engaging phenomena, and discuss how to use sensemaking to support student learning. Using Images and Crosscutting Concepts to Cultivate Reasoning This session will incorporate sorting photos of different eyes to help educators and students explain their sorting choices by focusing on any of the crosscutting concepts to make sense of the images through that particular lens. Connecting precipitation chemistry to community: From modeling precipitation reactions to citizen science and service learning Presentation of lab-based modeling approach to precipitation (“double replacement”) reactions. Discussion of ways to integrate environmental science concepts, specifically biogeochemical cycles and water safety, into the chemistry curriculum. SPOILER ALERT! Avoiding Hazards to Students' Sensemaking and Authentic Science Learning "Spoilers" pervade entertainment news, social media, conversations . . . AND our science classrooms! Teachers must beware of spoilers that can sabotage, short-circuit, or short-change students' learning and sensemaking. Learn how to avoid spoilers and use alternative strategies to enhance lessons.

TAKEAWAYS:
Join us for a speed-sharing session on how to use sensemaking and phenomena to engage secondary science students in learning. We'll explore the role of phenomena in sensemaking, share tips for selecting engaging phenomena, and discuss how to use sensemaking to support student learning.

SPEAKERS:
Heather Summers (Project ECHO for Education), Aaron Musson (Omaha Public Schools: Omaha, NE), Daniel Bergman (Wichita State University: Wichita, KS)

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)

We will share the collaboration between Westminster College and local elementary schools to enhance the learning of science. At Westminster, we conducted a STEAM Night for the local elementary schools. Education and Science majors teamed up to create stations that covered science topics such as structure & function, force & motion, the engineering design process, the structure of DNA, botany, art & geometry, and robotics. Elementary students and their families participated in hands-on experiences to reinforce science concepts taught in the classroom. Our poster shares the benefits of collaboration that provide learning experiences which students may not have in the classroom. Not only do these activities have benefits for elementary students and their teachers, but it also gives college students experience in how to work with children and conduct impactful science lessons. This experience creates opportunities to build bridges between schools and colleges to learn STEAM together.

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)

In 2014 Girls Building STEAM was concieved after attending an ISTE presentation. The goal was to do short, fun activities that girls could continue at home, like melted crayon art, air pressure games with cheeseballs, and MAKER activities. Once a month 30 minute meetings grew into weekly 1 hour meetings and stand-alone ideas grew into year-long projects. Along the way, a group of girls took charge and began leading, assisting in grant writing, planning, and teaching. We created a successful year-long fashion program that taught fashion design, jewelry-making, art, and more to bring attention to environmental issues in South Florida. In this session we will share our day plans, month plans, and year plans. You will hear from students and student leaders about why this program is important, and how it has enhanced their learning in school and guided their choices for the future.

TAKEAWAYS:
Attendees will gain insight on how to start, maintain, and succeed with a student-led club that helps build young ladies into leaders. You will hear from current students and mentors who discovered their love of STEAM, and are now motivated to get others hooked on the fun and learning.

SPEAKERS:
Nancy Penchev (Scheck Hillel Community School: Miami, FL)

Join us to explore the variety of online professional development opportunities for educators. We will be highlighting all the opportunities to gain NSTA certificates that could be used as continuing education certificates, including many that are free!

TAKEAWAYS:
Learn about the variety of professional learning opportunities that NSTA has to offer.

SPEAKERS:
Michelle Phillips (NSTA: Arlington, VA)

A Framework for K–12 Science Education and the Next Generation Science Standards (NGSS) encourages students to engage in science and engineering practices to develop deeper understanding of disciplinary core ideas and crosscutting concepts. As a partner in the development of the NGSS, NSTA has been at the forefront of the shift toward improving the quality of science instruction for all students. Let us support your school or district efforts to implement three-dimensional standards and transform classroom instruction.

TAKEAWAYS:
Learn how to bring NSTA professional learning services to your school, district, or organization (face-to-face, virtual, and hybrid).

SPEAKERS:
Michelle Phillips (NSTA: Arlington, VA)

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)

N/A

TAKEAWAYS:
Tips on how to relieve pressure and regain control.

SPEAKERS:
Michelle Phillips (NSTA: Arlington, VA), Azra Chughtai (NSTA: McLean, VA)

The Kansas Association of Teachers of Science (KATS) is the District 11 chapter of the National Science Teachers Association (NSTA). The purpose of the KATS shall be the advancement, stimulation, extension, improvement, and coordination of science teaching in all fields of science at all educational levels. This session will explain the purpose of KATS to science teachers in Kansas, explain leadership opportunities that KATS provides its members, and share the amazing professional development opportunities and network events that will bridge Kansas science teachers together. Teachers will be introduced to members of the board of directors of KATS who desire to create a support system to science teachers.

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)

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 (Discovery Education: Silver Spring, MD)

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)

Develop your knowledge, skills, and confidence to lead your school or district toward successful NGSS assessment development. We will share one district’s journey to engage teachers in developing NGSS-aligned common assessments focused on SEPs, access, and equity.

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)

Every crisis brings opportunity, and behind the challenges we face as science educators is a looming opportunity to engage our students in some of the most important questions that affect their lives. Even our youngest students are acutely aware of the ways in which crises such as the Covid pandemic, extreme weather, and climate change have impacted their lives, and this awareness provides a genuine opportunity to engage students with the scientific process. Contrary to what the daily grind of the news cycle seems to tell us, we are actually living in a golden age of scientific innovation and discovery. Almost without exception, the crises we face today have scientific solutions, and each of them provides a way to make science meaningful, interesting, and exciting to our students. That is the challenge we face, but it is also why today is actually the “Best of Times” to be a science educator, and we should make the most of it.

TAKEAWAYS:
Participants will be presented with some of the principal challenges facing science educators around the nation, and will examine specific ways educators can respond effectively to these challenges.

SPEAKERS:
Kenneth Miller (Brown University: Providence, RI)

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 (Maryland State Department of Education (MSDE): Baltimore, MD)

This presentation will include a description of the participants accepted by AEOP RESET, a breakdown of the components of the program, and an overview of the past cohorts of the program. The session will be divided into the following time sections: AEOP overview (10 minutes); RESET overview (10 minutes); examples from previous cohorts (10 minutes); information about how to join and obligations (10 minutes); and questions from the audience (remaining time). Research in the STEM content areas is vital to the success of our nation. In AEOP RESET, educators have an opportunity to participate in real-world research at Army research centers or with universities conducting research funded by the DoD. They then work collaboratively with other educators around the nation to create standards-aligned STEM unit plans. This program seeks to help educators answer the “when will I ever use this” questions that students are asking!

TAKEAWAYS:
The audience will leave with information about AEOP programs, specifically RESET. Attendees will receive information about how to become involved with the AEOP RESET program.

SPEAKERS:
Kelly Moore (Tennessee Tech: Cookeville, TN)

Sponsoring Company: Savvas Learning Company

Questions are an important aspect of effective science teaching. This session will arm you with questioning strategies including SHARE (Wilcox et al., 2021) that use students’ responses to drive the conversation forward, in addition to convergent/divergent questions.

SPEAKERS:
Jesse Wilcox (University of Northern Iowa: Cedar Falls, IA)

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)

Calling all yoga enthusiasts! Regardless of whether you’re a newbie or veteran, join yoga teacher, Azra Chughtai, RYT, for a warm-up with breathwork; hatha yoga (gentle stretching exercises to wake up the body); and, of course, meditation for relaxation and de-stressing. Beginner friendly!

TAKEAWAYS:
Recharge: Energizing and Stress Relief

At its core, differentiation stems from the recognition that individual learners arrive in classrooms each day with ranging knowledge, experiences, abilities, ways of thinking, curiosities, and dispositions. A one-size-fits-all approach to teaching and learning undermines the potential of all students to achieve successfully, yet we struggle with how to meet the needs of individual students in our classrooms. Similarly, we know that one-shot workshops are not an effective means of professional development (PD). Yet, we continue to provide one-shot workshops to teach and rarely, if ever, do we consider how PD may need to be differentiated for teachers. We may differentiate by focusing on different content areas, grade levels, or contexts, but rarely do we take time to look at what individual teachers need. Just like students, we need to consider the individual needs of all teachers. This session will provide several strategies for differentiating PD for teachers.

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)

STEM Education in rural areas needs to meet students where they are at, not push progress and advancement by utilizing non-relatable curriculums and extensions. Rural community culture needs to be recognized and respected as well as incorporated into STEM learning in order to achieve the most beneficial outcome for the student. The GO STEM Mobile Maker Lab is using & developing curriculum influenced by students and supported by teachers to elevate rural STEM Education.

TAKEAWAYS:
Awareness and insight into exploratory STEM education methods and tools designed to enhance classroom experiences.

SPEAKERS:
Kyle Koyle (GO STEM: La Grande, OR)

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)

Sponsoring Company: PEER Physics

Are you passionate about engaging students in rich discourse and looking for strategies, norms, and protocols that can support this work? Join us for an interactive workshop to explore effective small-group and whole-class discourse techniques. Participants receive consensus building protocols.

SPEAKERS:
Emily Quinty (University of Colorado Boulder: Boulder, CO)

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)

Job-embedded professional learning helps bridge the gap between a workshop and the implementation of strategies in the classroom. CIFTs work with a cohort of teachers to observe one another over multiple sessions. Each teacher takes a turn hosting a lesson to provide the backdrop for professional learning based on specific classroom, students, and curriculum the teachers have. CIFTs help teachers to use evidence to reflect on instruction and learning. Each observer is tasked with specific data to collect and then build efficacy as a team by offering glows and grows for teaching team members. Attendees will be provided the framework and the necessary tools and templates to implement this intensive professional learning structure tomorrow!

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.

SPEAKERS:
Connie Hamilton (Author/Consultant: , MI)

Join this session to learn how to take your workshop or presentation to the next level -- published in one of the NSTA journals. NSTA has five journals spanning Pre-K to College: Science and Children (S&C), Science Scope (SS), The Science Teacher (TST), Journal of College Science Teaching (JCST), and Connected Science Learning (CSL). Each journal looks for new, innovative ideas for classroom application. In this session, you will learn how to prepare your work for submission, understand the review process, and the steps toward publication. What better way to reach a broader audience than publishing your work in an NSTA journal? The bulk of the work is done -- you've already created a workshop or presentation; now is the time to share your work with others by memorializing it in a journal. The publication process is straightforward and rewarding. So don't hesitate to take that next step in leadership and advocacy to get your work published.

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)

Hear about their favorite science activities, resources, and challenges. Learn from your peers and get inspired. This is a great opportunity to network and connect with other science educators. Free Project-Based Learning Resources for Elementary Science (Grades 3-5) Get a brief introduction to free OER integrated science curricular units for Grades 3-5 and see how well the features of Project-Based Learning provide the tools and routines to support sensemaking. Developing the Critical Consciousness of Preservice Elementary Teachers in Their Pursuit of Science for All This short presentation will share details of a service learning opportunity embedded in a science methods course for preservice elementary teachers which provided STEM programming for a local non-profit that provides free afterschool care for underserved school-aged youth. Pre-service teachers’ implementation of NGSS: Opportunity and challenge The study examines how Pre-Service Teachers (PSTs) implement NGSS in their teaching practices: 1. the use of phenomenon to engage students in science inquiry, 2. challenges and concerns of incorporating three dimensions in lesson planning and instructions.

TAKEAWAYS:
Hear about their favorite science activities, resources, and challenges. Learn from your peers and get inspired. This is a great opportunity to network and connect with other science educators.

SPEAKERS:
Susan Codere (CREATE for STEM Institute, Michigan State University, Retired), Trish Arnold (Minnesota State University, Mankato: Mankato, MN), HUI-JU HUANG (California State University, Sacramento: Sacramento, CA)

This session will provide post-secondary educators with a brief overview of recent research on effective science teaching practices. Attendees will have the opportunity to hear from a variety of presenters, each of whom will share a short presentation on a specific research-based practice.

Informal Science Education for Preservice Teachers--A Case Study of University-Outdoor Campus Collaboration
There has been a growing call for the use of informal education as a means to improve preservice teachers' content knowledge as well as pedagogical knowledge (Adams & Gupta, 2017; Luehmann, 2007). This session aims to explore preservice teachers’ experiences and perspectives of utilizing Outdoor Cam

The Mentor/Mentee Relationship: Fostering the Next Generation of Science Teachers Research to Practice
Clinical experiences give preservice teachers (PST’s) chances to see and apply theories in K-12 settings. This speed share, based on findings from research, will inform practices to support mentorships that address challenges and foster educative mentoring processes.

TAKEAWAYS:
This session will provide post-secondary educators with a brief overview of recent research on effective science teaching practices. Attendees will have the opportunity to hear from a variety of presenters, each of whom will share a short presentation on a specific research-based practice.

SPEAKERS:
Li Sun (Augustana University: Sioux Falls, SD), Megan Beckam (University of Nevada, Reno: Reno, NV), Mandi Collins (University of Nevada, Reno: Reno, NV)

This speed-sharing session will feature a variety of high school science leaders who are making a difference in their schools and communities. Each leader will have 10 minutes to share their story, including their experiences in science, their leadership roles, and their advocacy work. Scientist of the Week Research Project Oftentimes, the science curriculum talks about same influential European male scientists. With this project, I aim to introduce students to a wide variety of historical and modern scientists of many backgrounds, this way they can start to hear and see many possible sciences and scientists that exist Creating an Agriculture Connection with Nourish the Future Teacher Leadership Community This speed share will explore how educators can be a part of the Nourish the Future Teacher Leadership Community. This program is an opportunity to learn about integrating agricultural themes into curriculum, engaging students in hands-on and equitable learning, and promoting modern agriculture. As Goes the Nation, so Goes Iowa? The 2018 National Study of Science and Mathematics Education survey revealed that across the nation, elementary science is getting less time and teachers are feeling less prepared than ever before. We took a closer look at what's happening in Iowa, specifically, and we share the results here.

TAKEAWAYS:
This speed-sharing session will feature a variety of high school science leaders who are making a difference in their schools and communities. Each leader will have 10 minutes to share their story, including their experiences in science, their leadership roles, and their advocacy work.

SPEAKERS:
Rhea Gjerstad (Marion Harding High School), Kristin Mansell (Washington Fields Intermediate School: Washington, UT), Jennifer Jones (Ogallala High School: Ogallala, NE), Dana Atwood-Blaine (University of Northern Iowa: Cedar Falls, IA)

This speed-sharing session will explore the role of leadership in accelerating change in science education. Participants will hear from leaders in the field about their experiences in leading change, the challenges they faced, and the successes they achieved. Explore NSTAs Asynchronous Professional Online Learning Units and Courses. Explore the potential of NSTA’s Professional Learning Units to support your professional learning journey. Title: Engaging BIPoC Educators to Improve Professional Development Getting feedback from BIPoC educators is essential in improving science professional development and designing programs that effectively serve the needs of students and teachers in underserved communities largely populated by Black, Indigenous, Hispanic/Latino, or low-income households. K-12 and University Environmental Science Partnerships Dive into the innovative partnerships between FGCU’s The Water School and local K-12 school districts. Our university environmental science students practice science communication skills and inspire local K-12 students while university faculty and staff support teacher training and curriculum.

TAKEAWAYS:
This speed-sharing session will explore the role of leadership in accelerating change in science education. Participants will hear from leaders in the field about their experiences in leading change, the challenges they faced, and the successes they achieved.

SPEAKERS:
Michelle Phillips (NSTA: Arlington, VA), Rex Babiera (Museum of Science and Industry: Chicago, IL), Regina Bale (Environmental Education Coordinator: , FL)

This speed-sharing session will explore the concept of sensemaking and how it can be applied in the classroom. We will discuss how sensemaking can help students make meaning of complex information, and share some specific strategies that teachers can use to promote sensemaking in their classrooms. Research a Scientist Students are tasked with finding a scientist that has not been widely recognized or has been marginalized in the scientific community. They write a brief essay about that scientist, focusing on the life history or scientific contribution. Student examples and impressions will be shared. Bringing the complexities of virus structure to life through origami and 3D printing In an effort to facilitate complete understanding of viral 3D structure for the development of antivirals and vaccines, students conduct origami paper-folding activities as well as 3D printing to complement the more rigorous computational methods used in the classroom. STEAMing Elementary and Higher Education Connections Explore the connections made between a K-12 district and Liberal Arts university, circled around STEAM activities that involve multiple entities from the local community.

TAKEAWAYS:
This speed-sharing session will explore the concept of sensemaking and how it can be applied in the classroom. We will discuss how sensemaking can help students make meaning of complex information, and share some specific strategies that teachers can use to promote sensemaking in their classrooms.

SPEAKERS:
Emily Surber (Clayton State University: Morrow, GA), Lawrence Tartaglia (Teaching Assistant Professor: Bethlehem, PA), Meredith Massey (Educational Specialist), Stacey Culleny (Assistant Professor: No City, No State)

This speed-sharing session will explore the role of leadership in accelerating change in science education. Participants will hear from leaders in the field about their experiences in leading change, the challenges they faced, and the successes they achieved. Integrating citizen science and dialogic learning to foster the development of scientific citizenship This presentation will provide a general idea of how citizen science and dialogic learning can work in tandem to foster the development of scientific citizenship (Garzon-Diaz, 2018). The talk brings together insights to better understand science education in bilingual and multilingual classrooms. Steps to Starting a Higher Education Student NSTA Chapter Participants will receive a crash course from Missouri Western State University student leaders that describes the process of starting a higher education NSTA Student Chapter. Components being shared will include NSTA requirements, and MWSU requirements as an example. Merging Science Classrooms with Indigenous Knowledge The integration of indigenous knowledge in science education has become increasingly relevant as educators seek to provide a more holistic and inclusive approach to teaching. Learn how we are providing phenomena based professional development through an Indigenous lens for teachers in Nebraska.

TAKEAWAYS:
This speed-sharing session will explore the role of leadership in accelerating change in science education. Participants will hear from leaders in the field about their experiences in leading change, the challenges they faced, and the successes they achieved.

SPEAKERS:
Edgar Garzon (Dr.: Bogota, 0), Reece Sacksteder , Juel May , Ollie Bogdon (Missouri Western State University: Saint Joseph, MO)

This speed-sharing session will bring together leaders in science education to discuss the importance of leadership and advocacy in the field. Participants will hear from a variety of perspectives on how to lead and advocate for high-quality science education.

TAKEAWAYS:
This speed-sharing session will bring together leaders in science education to discuss the importance of leadership and advocacy in the field. Participants will hear from a variety of perspectives on how to lead and advocate for high-quality science education.

SPEAKERS:
Michelle Phillips (NSTA: Arlington, VA)

Female student engagement in the STEM fields does not currently match the level at which male students are engaged. Whether it is in high school course enrollment, college, or careers, males outnumber females in terms of enrollment and study of advanced STEM fields, particularly physics, and engineering. Incorporating Advanced Placement Potential as a measure of demonstrated aptitude, this program will review the current research findings and intervention strategies, including action steps to reverse this trend and promote a more proportional, and equitable, enrollment of males and females in advanced STEM courses.

TAKEAWAYS:
Awareness of current enrollment trends, the phenomenology inherent in gender disproportionality, and the sharing of action steps to take to reduce gender disproportionality that are designed to increase enrollment for female students with documented individual Advanced Placement Potential.

SPEAKERS:
Richard Stec (West Windsor-Plainsboro High School: Hamilton, NJ)

STEM Education in rural areas needs to meet students where they are at, not push progress and advancement by utilizing non-relatable curriculums and extensions. Rural community culture needs to be recognized and respected, as well as incorporated into STEM learning in order to achieve the most beneficial outcome for the student. The GO STEM Mobile Maker Lab is using & developing curriculum influenced by students and supported by teachers to elevate rural STEM Education.

TAKEAWAYS:
Awareness and insight into exploratory STEM education methods and tools designed to enhance classroom experiences.

SPEAKERS:
Kyle Koyle (GO STEM: La Grande, OR)

Participants will engage in an interactive discussion regarding the need for increased diversity and new career opportunities within geoscience and related careers. They will gain additional confidence and resources to assist in sharing this information with their students, parents, administrators and guidance counselors. Session participants will gain awareness and/or increased understanding of the necessity to foster increased diversity, equity, justice and inclusion in geoscience and related disciplines in respect to the USA's continued leadership and capabilities. Participants in this session will gain increased awareness and/or understanding of successful student engagement and mentoring strategies for advancing diversity, equity, justice and inclusion within geoscience and other STEM fields. Participants will be provided with information and guidance that can be used to further advance geoscience and other STEM career and technical education programs.

TAKEAWAYS:
This session will discuss successful strategies to foster increased engagement of underrepresented groups in geoscience and related careers.

SPEAKERS:
Ashanti Johnson (STEM Human Resource Development: , OK)

Dedicated educators are often faced with a "Sophie's Choice" when it comes to impacting the profession or advancing their careers through leadership opportunities. They can take advantage of opportunities as department chairs, instructional coaches, or administrators at a variety of levels, but those new positions too often mean that they leave teaching and direct interactions with their students behind. While education and the profession benefiting the students ultimately lose. This session will show attendees that there is a different option. By examining examples from Science Olympiad, as well as other after-school programs and science leadership organizations such as NSAT and NSLEA, attendees will be introduced to the numerous ways that they can gain leadership experience and contribute beyond their four walls of their classroom without leaving that classroom. We will discuss options that range from running programs at their school to joining organizations in a leadership role.

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)

The session will give leaders an opportunity to see how the features of instructional-material-based professional learning can be used to support teachers who are learning how to facilitate 3-D instruction. The agenda for this session is: • A discussion of the challenges associated with learning to facilitate 3-D instruction (10 minutes). • A overview of the 10 key features of instructional material based professional learning (20 minutes). • Examples of what 2 features look like in practice (15 minutes). • An opportunity to modify an PD agenda to make it more aligned with instructional-material-based professional learning (10 minutes). • Questions and opportunities to learn more (5 minutes).

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: Del Valle, 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)

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.

SPEAKERS:
Matthew Blank (Assistant Professor: Houston, TX)

Sponsoring Company: STEMscopes by Accelerate Learning

Do you want to take your STEM instruction or school to the next level, but not sure how? We have you covered! Come hear from a STEAM school principal with an established program in which a STEM certification for all instructional staff has greatly impacted a positive culture of creativity, communication, collaboration, and critical thinking among the entire school community! Get information on becoming STEM-certified, including details about the process and the proven impact on instruction and culture. You will also get specific ideas to enhance your STEM journey, such as project-based learning, 3D printing, STEM in specials, and much more!

SPEAKERS:
Kate Authier

In this presentation, I will describe how an action research study with a phenomenological qualitative design can be used to examine reasons that reluctant Black students use to not register with advanced science classes. My session will describe how to employ a community of inquiry to identify and remove barriers for underrepresented students. Qualitative data from focus group interviews with student participants will be presented, and I will show how a community of inquiry can analyze data. Attendees will learn about school changes proposed by a community of inquiry to reduce or mitigate barriers that underrepresented students encounter. I will also explain the benefits of iteratively revised proposals based on student participant feedback. Additionally, the implementation of proposed school changes will be discussed.

TAKEAWAYS:
Qualitative research provides educators with direct knowledge from reluctant participants. This session provides attendees with tools to assist in problem-solving and removing barriers for underrepresented students in advanced science classes.

SPEAKERS:
Diane Vrobel (Archbishop Hoban High School: Akron, OH)