Implementing Standards in a Complex System

Heidi Schweingruber, DirectorBoard on Science EducationNational Research Council

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HELEN QUINN, ChairStanford University

MATTHEW KREHBIELKansas State Department of Education

MICHAEL LACHCenter for Elementary Mathematics and Science Education and Urban Education Institute, University of Chicago

BRIAN J. REISERSchool of Education and Social Policy, Northwestern University

MARSHALL S. SMITHCarnegie Foundation for the Advancement of Teaching CARY SNEIDERCenter for Science Education, Portland State University

ROBERTA TANNERRetired Physics Teacher, Thompson School District, Loveland, CO

1. Lay-out necessary steps toward implementation of the Next Generation Science Standards.

2. Identify the parts of the education system that need to be attended to when implementing the standards and discuss the changes that need to be made to each part of the system.

The Committee’s Charge

“Standards alone accomplish very little.”

“Standards alone accomplish very little. But standards can help drive improvements when they inform all aspects of the educational system, including curriculum scope and sequence, curriculum resources, instruction, assessments, professional development for teachers and administrators, and state policies.”

Principles For Implementation

Components Of The System

Recommendations Pitfalls

Principle 1: Ensure coherence

• across levels (state, district, schools),• across grades• across different components of the

system (curriculum, assessment, instruction, professional development)

Principle 1: Ensure coherence

Principle 2: Attend To What Is Unique About Science

Principle 2: Attend To What Is Unique About Science

Principle 3: Develop and provide continuing support for leadership in science at the state, district and school levels

Principle 3: Develop and provide continuing support for leadership in science at the state, district and school levels

Principle 4: Build and leverage networks, partnerships, and collaborations

Council of State Science Supervisors

Principle 5: Take enough time to implement well

Principle 6: Make equity a priority

Elements of Equity

• Recognizing cultural assets on which to build

• Attending to cultural, linguistic and other differences

• Providing all students with equitable opportunities to learn

Percentage of students and average scores by race/ethnicity: 2009 and 2011

* Significantly different (p < .05) from 2011. NOTE: Black includes African American, Hispanic includes Latino, and Pacific Islander includes Native Hawaiian. Race categories exclude Hispanic origin. Detail may not sum to totals because results are not shown for students whose race/ethnicity was unclassified or two or more races.

Percentage of students and average scores by eligibility for National School Lunch

Program: 2009 and 2011

Inequities in Quality of Instruction• Students in high schools with lower

percentages of non-Asian minority students spent more time with hands-on, manipulative or lab work (NRC, 2006).

• Teachers in high schools with higher percentages of non-Asian minority students were more likely to engage students in individually reading texts or completing worksheets (NRC, 2006).

Inequities in Teachers’ Backgrounds• Students in schools with higher

concentrations of minority or poor students are more likely to be taught science by a teacher without a major or minor in the subject (US Dept of Ed, 2004).

• Science classes in high poverty schools are more likely than those in low poverty schools to be taught by teachers with 5 or fewer years of experience.

Inequities in Course Offerings• Fewer AP courses are offered in schools

with higher percentages of low-income students, rural schools and small schools (Horizon Research, 2012).

• Only 66% of schools serving the highest percentages of black and Latino students offer chemistry and only 74% offer Algebra 2 (US Dept of Ed, Office of Civil Rights).

Do we know what these trends look like for Earth and Space Science?

If not, how will we know if there is progress, or if things are moving in the wrong direction?

Principle 7: Ensure that communication is ongoing and relevant

1. Ensure coherence across levels, across grades, and across different components of the system

2. Attend to what is unique about science3. Develop and provide continuing support for

leadership in science at the state, district and school levels

4. Build and leverage networks, partnerships, and collaborations

5. Take enough time to implement well6. Make equity a priority7. Ensure that communication is ongoing and

relevant

Principles For Implementation

Components Of The System

Recommendations Pitfalls

InstructionProfessional LearningCurriculum Materials

AssessmentNetworks and CollaborationPolicy and Communication

Professional LearningRECOMMENDATION 5 Begin with leadership

RECOMMENDATION 6 Develop comprehensive, multiyear plans to support teachers’ and administrators’ learning.

RECOMMENDATION 7 Base design of professional development on the best available evidence

RECOMMENDATION 8 Leverage networks and partners

Curriculum MaterialsRECOMMENDATION 9 Do not rush to completely replace all curriculum materials.

RECOMMENDATION 10 Decide on course scope and sequencing.

RECOMMENDATION 11 Be critical consumers of new curriculum materials.

RECOMMENDATION 12 Attend to coherence in the curriculum.

Points to Reflect On• Districts and schools are making long-term plans

with clear goals in mind• They need materials and professional learning

opportunities that align with the goals and plans

When and where is it strategic and appropriate for the ESS community to be at the table? In what capacities? Who in the ESS community is best positioned to do what? How can offerings from the ESS community be aligned with districts’ and schools’ goals? How do existing resources fit in?

InstructionProfessional LearningCurriculum Materials

AssessmentNetworks and CollaborationPolicy and Communication

Networks and Collaboration

RECOMMENDATION 15 Create opportunities for collaboration.

RECOMMENDATION 16 Identify, participate in, and build networks.

RECOMMENDATION 17 Cultivate partnerships.

Characteristics of Effective Teacher Networks

• Allow teachers to go outside their immediate circles

• Make clear who has expertise to help with particular issues

• Meetings or committees that cut across different school functions so teachers get new perspectives on instructional changes

• Free up time of experts to help others

Collaboration and Partnership

Partnerships can bring:• Expertise in science• Resources and materials• Venues for professional development• Expertise in research and evaluation • Advocacy and voices of support

Networks and Collaboration: Pitfalls

• Lacking a Common Understanding of the Vision

• Having Competing Goals Among Partners

• Failing to Clarify Responsibilities and Monitor Partnerships

• Failing to Establish Mutually Respectful Relationships and Roles

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hschweingruber@nas.edu

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