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Hi-
NSTA's Professional Development Committee is hosting this book study around the Science Teachers' Learning book from the National Research Council.  The book can be accessed electronically for free here (http://www.nap.edu/catalog/21836/science-teachers-learning-enhancing-opportunities-creating-supportive-contexts).

Schedule:
July 18^th – 31^st
Introduction:  Chapter 1
 
August 1 - 8
Chapters 2 & 3 What do we do?  Comparing the current state of science teaching to the vision of the Framework for K-12 Science Education.
 
August 8 – 14 
Chapters 4 & 5 Who are we?  Exploring the current science teaching workforce and their learning needs.
 
August 15 – 21
Chapters 6 & 7 Where do we learn?  Investigating professional development programs, and job-embedded initiatives.
 
August 22^th – August 28^th.
Chapters 8 & 9 Now What?  Identifying opportunities for us to support teacher learning.

This is an OPEN discussion, so please join in!
The 'introduction' lasts two weeks since many of the participants will be engaged in Science Congress and the STEM Forum.  This also give you the flexibility to invite other colleagues that you think might be interested.  If you haven't done it already, please 'register' here - http://goo.gl/forms/AW2TrV0YASFNFMBh2  I'll be sending out a reminder e-mail prior to each week of the discussion.

To get started, read the summary and first chapter.  Then, reply to this post with a brief introduction and what you hope to learn from this book study!

Thank you to Eric for his leadership and direction in moving this most important initiative forward. Several elements of this effort are of interest to me beginning with how we can bring greater awareness to the value of investing in science teachers continuous learning to ensure new research on student learning and new research on how to best support student engagement with phenomena centered on three dimensional learning make there way into the classroom. Also of interest is how greater numbers of classroom teachers can shape their instruction based upon resources available to them in their professional communities. It is here where I think NSTA can have a tremendous impact. I am looking forward to the synergy created by our discussions. Thank you. Kenneth Huff Middle School Science Teacher, Williamsville, NY NSTA Division Director, Middle Level Science Teaching

I'm looking forward to this discussion as well; thank you Eric for facilitating it! After a long career as a science teacher, as a district science curriculum coordinator, and now as a professor of science education, I have been a part of the continuous road that focuses on the importance of [u]doing[/u] science, not just focusing on facts. It is discouraging that science in many classrooms hasn't changed since the 50s, and I continue to search for the "magic bullet" that will ignite learning in the science classroom. Having been involved with the development of NGSS as one of the lead states, I am excited about aspects such as three [i][color=#333333][size=2]dimensional learning, the learning progressions, and a strong focus on the practices. What I'm hoping for is some shared dialog on moving both preservice and current science teachers toward the "Aha -- this has complexity and I want to understand and apply more authentic learning in my own classroom!" The text talks about the importance of understanding adult learners; I want them to understand that the growth mindset isn't only for children![/size][/color][/i] [i][color=#333333][size=2]I also serve on NSTA's elementary science committee. We are working on a revision of the elementary position statement, and I see this as a way to bring more voices into the room. Many elementary teachers continue to fear science, and teaching science at the elementary level is [/size][/color][/i]sporadic [i][color=#333333][size=2]at best. How can effective PD bring about change at all levels? [/size][/color][/i] [i][color=#333333][size=2]One of my doctoral students is doing research on classroom practices where NGSS is now in place. Fidelity is truly closely linked to PD. So I am excited about a more global discussion from science educators from around the US, working in classrooms, both where NGSS has been adopted and where it has not, to insure that PD is not something done TO teachers but rather WITH teachers. In my "perfect world" we can't continue to ignore research based best practices because of test-a-phobia, but I know the world isn't perfect.[/size][/color][/i] [i][color=#333333][size=2]Patti Paulson[/size][/color][/i] [i][color=#333333][size=2]Professor of Science Education[/size][/color][/i] [i][color=#333333][size=2]Bethel University[/size][/color][/i] [i][color=#333333][size=2]St. Paul, MN[/size][/color][/i]

Thank you, Eric, for helping to guide our discussion of Science Teacher's Learning. I am a former research scientist who made the transition to the classroom several years ago. I am currently a member of the NSTA's Middle Level Science Teaching Committee. I have been asked to create PD opportunities for teachers in my district this fall, so this book study comes at a perfect time. My hope is that this discussion group will help to clarify best practices to support science teachers in the primary and middle grades. Specifically, I would like to provide resources for those teachers who have limited science training and few opportunities for collaboration and mentoring in their building. I am eager to hear how other school systems are making the transition to three dimensional learning. Elizabeth Orlandi Chesapeake Beach, MD

Hello, I am John Olson, the science content specialist for the Minnesota Dept. of Education. I am on the NSTA Board as the Coordination and Supervision Division director. My teaching background is mostly physics and earth science courses in urban schools. I am interested in how this study informs professional development, teacher support, and science education systems, especially from the district and state perspectives. I look forward to the discussions.

I apologize for my late entry into the discussion of the book, Science Teachers' Learning.  During the past two weeks, I have been traveling with students on two separate school trips (Camp Snowball, Sacramento, CA, and the Clean Tech Challenge 2016 on Fathom Cruises to the Dominican Republic).  As the P-12 Science Chairperson for my district (Hewlett-Woodmere Public Schools, Hewlett, NY located on Long Island), I look forward to discussing the issues and topics within the book since it is directly linked to my position.  I appreciate Eric's efforts in coordinating this professional dialogue. During my reading of the Summary several things struck a chord with me.  On page 4, Conclusion 6 sites that there is limited data on the effectiveness of online professional development.  I am sure there would be a disparity between the digital natives and the digital immigrants or "novices can be experts and experts can be novices" (p 17). On page 5, I appreciate the focus on equity in the classroom, school, and district.  I always strive to make our schools a place where all of the students' needs are equitably addressed.  Often times, there are obstacles to overcome. In Chapter 1 on page 12, it states that the NGSS sets for the challenge for science teachers to "bring science and engineering alive for the students, emphasizing the satisfaction of pursuing compelling questions and the joy of discovery and invention."  New York served as one of the lead states for the development of the NGSS, and New York will be releasing a New York version of the NGSS possibly this fall.  Many of my New York colleagues were disappointed in the lack of content found within the NGSS.  There needs to be a balance between science content and science as a process.   I am disappointed that the preschool level is not part of the continuum.  As the P-12 Science Chair, I can see the beginnings of a very strong foundation of science learning in our pre-K classes. Finally, I am very interested in the data gathered and analyzed for this discussion.

Greetings Everyone, I will be facilitating Chapters 6-7 of Science Teacher's Learning the week of August 15 and participating as we go along.   I am new to the Professional Development Committee after having served 3 years with the Coordination and Supervision of Teaching Committee.  I taught for 10 years, mostly teaching high school chemistry before moving to our state agency as the State Science Supervisor for Nebraska for one year.  I am now at a local district working as the K-12 science supervisor.   Being in a large district with around 140 secondary teachers and over 1000 teachers if you count all elementary as science, a large part of my role is responsibility for designing meaningful professional learning opportunities.  This book adds a theoretical basis to many things we already know as professional educators, we cannot accomplish quality professional learning with only "professional development days" so common in many districts.   I look forward to dialogue with all of you, especially to learn from how you have overcome problems of practice around professional learning. Best, James Blake

Hi everyone! I'm Robert Payo, Teacher Programs Coordinator at the Denver Museum of Nature & Science. I have worked in teacher professional development for several years. I've been meaning to read this book to help further my understanding of best practices and to keep up with current thinking, so when this book study came along, I was glad to jump at the opportunity to join. It's also great to hear from people outside of my circles and to connect to people with different perspectives or at different stages of using the Science Framework and implementation of NGSS. More specifically, some of these principles are complex and take time to digest. I'd like to find ways to make ideas around three dimensional learning more digestible, in shorter-length training sessions that are both meaningful, but also hit the right amount of material that makes it purposeful. I'll be helping with facilitating Chapters 6 & 7 discussion. Look forward to learning with you all! Robert

Glad to finally get on board with this discussion! Currently, I am a STEM Coordinator for a district in KS. Prior to this position, I taught science/math/computer sci for over 30 years in KS and MI and was on the NMLSTA Board. I recently joined NSTA's M.L. Science Teaching Committee (was part of this group 2003-2007) and agreed to join the book study. Shout out to Brian Terry - I grew up in the town of Lynbrook. My family still lives there. FYI...These towns are next to each other.

My late start is due to vacation and attending the STEM Forum. I'll do my best to keep up now even though I'm back to work and getting ready for a new teacher orientation on Thursday! I hope to learn ways to encourage our science teachers make the shift to NGSS. Many missed/didn't bother with the inquiry focus from years ago.

Mrs. Chris Herald
STEM Project Coordinator
Manhattan KS

Dear Colleagues, In working with Patti to facilitate this week's discussion, I offer the following for your consideration. On pages 30-31 under Disciplinary Core Ideas it reads, " coverage has marginalized exploration and discovery; the goal is to avoid superficial coverage of multiple disconnected topics". Since some have said there is a lack of content in the NGSS, how do you interpret the above quotes? Thank you, Kenneth Huff