Experience curriculum-based learning and consider how it differs from traditional professional learning. Engage in core, structural, and functional design features and enabling conditions of curriculum-based professional learning and consider implications for your work.

TAKEAWAYS:
Take away a deeper understanding of curriculum-based professional learning, ideas for how to strengthen your own work, and a copy of the book, Transforming Teaching through Curriculum-Based Professional Learning.

SPEAKERS:
Jody Bintz (BSCS Science Learning: Colorado Springs, CO), Susan Gomez Zwiep (BSCS Science Learning: Long Beach, CA), Jim Short (BSCS Science Learning: Ridgefield, NY)

These two sessions will focus on leadership. These sessions will include a discussion of the structures that need to happen to support these shifts in science instruction. How do you get teachers on board to engage in this work? For example, what are examples of the stories you need to tell to support teacher interest and buy in. What are examples of sustainable structures at a system level to support this work? What are examples of observation and instructional tools to support this work? In session 1, we will draw on case studies to engage how storytelling can be used to support onboarding teachers and to strengthen a science infrastructure. In session 2, we will share observation and instructional tools for leaders to support this work. In session 1, participants will gain strategies and insights utilized to enhance science instruction within a school system. In session 2, we will use classroom videos and other examples to illustrate how to do this work in schools.

TAKEAWAYS:
Participants will gain strategies and insights utilized to enhance science instruction within a school system.

SPEAKERS:
Katherine McNeill (Boston College: Newtonville, MA), Stefanie Marshall (Assistant Professor: East Lansing, MI)

In this session, we will explore strategies for eliciting, identifying, and appreciating the range of intellectual resources students use as they make sense of phenomena.

TAKEAWAYS:
This session will help leaders work directly with educators to better appreciate students’ multiple ways of knowing and better shape instruction to support diverse sense-making through science and engineering practices.

SPEAKERS:
Angela Kolonich (Minnesota Department of Education: Herbster, WI), Tiffany Neill (OpenSciEd: New York, NY), Philip Bell (University of Washington: Seattle, WA)

Part 1. Examine research based approaches and enabling conditions that effective schools and systems have put in place to reinforce and amplify the power of high-quality curriculum and skillful teaching. Examine the foundation for The Elements, a challenge paper from Carnegie Corporation of New York

TAKEAWAYS:
Take away a deeper understanding of curriculum-based professional learning and insights into how the Elements were embodied in one district’s PL program.

SPEAKERS:
Susan Gomez Zwiep (BSCS Science Learning: Long Beach, CA), Jim Short (BSCS Science Learning: Ridgefield, NY)

Join us to discuss recent research on supplementing and modifying science instructional materials and to hear from teachers about the important things to keep in mind while modifying and supplementing materials.

TAKEAWAYS:
For many reasons, including alignment to standards and lack of class time, most educators modify their science instructional materials. Teachers say that they would like professional learning, time, and models to help them make these modifications to meet their students’ needs.

SPEAKERS:
Jennifer Childress Self (NextGenScience: Los Alamitos, CA), Cecelia Gillam (Benjamin Franklin High School: La Place, LA), Tram Nguyen (5th Grade Science, Math, and Social Studies Teacher: Lawrenceville, GA), Karey Pierce (Nolan Middle School: Harker Heights, TX), Andy Weatherhead (National Science Education Leadership Association (NSELA): Downingtown, PA)

These two sessions will focus on leadership. These sessions will include a discussion of the structures that need to happen to support these shifts in science instruction. How do you get teachers on board to engage in this work? For example, what are examples of the stories you need to tell to support teacher interest and buy in. What are examples of sustainable structures at a system level to support this work? What are examples of observation and instructional tools to support this work? In session 1, we will draw on case studies to engage how storytelling can be used to support onboarding teachers and to strengthen a science infrastructure. In session 2, we will share observation and instructional tools for leaders to support this work.

TAKEAWAYS:
Use classroom videos and other examples to illustrate how to do this work in schools.

SPEAKERS:
Stefanie Marshall (Assistant Professor: East Lansing, MI), Katherine McNeill (Boston College: Newtonville, MA)

In this session leaders will explore a protocol for identifying and attending to facets of student thinking from formative assessments. The protocol can be used to assist educators in recognizing, building on, and responding to the range of ideas—or Facets of students’ thinking—during instruction.

TAKEAWAYS:
Students bring a range of intellectual and cultural resources, which they have accumulated in their unique life experiences, into the classroom as they learn science. These resources can be considered different “facets” of student thinking.

SPEAKERS:
Ricky Scott (Tooele County School District: Tooele, UT), Philip Bell (University of Washington: Seattle, WA), Tiffany Neill (OpenSciEd: New York, NY)

Part 2. Examine research based actions and enabling conditions that effective schools and systems have put in place to reinforce and amplify the power of high-quality curriculum. Consider roles and responsibilities for putting into action the elements of curriculum-based professional learning.

TAKEAWAYS:
Take away a deeper understanding of curriculum-based professional learning and ideas for how to strengthen your own work.

SPEAKERS:
Jim Short (BSCS Science Learning: Ridgefield, NY), Susan Gomez Zwiep (BSCS Science Learning: Long Beach, CA), Jody Bintz (BSCS Science Learning: Colorado Springs, CO)

Monitoring implementation is a key piece of a successful science curriculum rollout. In this session, participants will examine methods for collecting data and feedback from teachers during the transition to a new curriculum and using it to adjust plans and support continuous improvement.

TAKEAWAYS:
Leaders benefit from developing data collection and evaluation tools to continuously improve the implementation of new instructional materials and the professional learning program.

SPEAKERS:
Vanessa Wolbrink (WestEd: WASHINGTON, DC), Jenny Sarna (Director, NextGenScience: Galena, IL), Andy Weatherhead (National Science Education Leadership Association (NSELA): Downingtown, PA)