Science Teacher Leadership Network (STLN)

1. Science TeacherLeadership Network (STLN) September 24, 2013 todaysmeet.com/kedcnextgenscience

2. WELCOME • “Although the intrinsic beauty of science and a fascination with how the world works have driven exploration and discovery for centuries, many of the challenges that face humanity now and in the future—related, for example, to the environment, energy, and health—require social, political, and economic solutions that must be informed deeply by knowledge of the underlying science and engineering.” A Framework for K-12 Science Education (2012, p. 7) todaysmeet.com/kedcnextgenscience

3. Richard DeLong • 7th and 8th Grade Science Teacher at Warfield Middle School for 24 years. • Kentucky Department of Education. • kedcnextgenscience.weebly.com • http://todaysmeet.com/kedcnextgenscience todaysmeet.com/kedcnextgenscience

4. Who is in the room? todaysmeet.com/kedcnextgenscience

5. Norms: Respect • Cell phone • Engagement • Restrooms • Being Prepared • Side Conversations todaysmeet.com/kedcnextgenscience

6. Pardon our mess! todaysmeet.com/kedcnextgenscience

7. Targets for the day • I can describe my role as a teacher leader in my classroom, school, and on the district leadership team and as network participant. • I can explain the structure and intent of Next Generation Science Standards (NGSS). • I can identify the key shifts in teaching and learning necessary to effectively implement NGSS. • I can reflect on my knowledge and needs as a teacher leader. • I can create a plan to build capacity. todaysmeet.com/kedcnextgenscience

8. Kid President Video http://www.youtube.com/watch?v=RwlhUcSGqgs todaysmeet.com/kedcnextgenscience

9. todaysmeet.com/kedcnextgenscience

10. Learning Target • I can describe my role as a teacher leader in my classroom, school, and on the district leadership team and as a network participant. todaysmeet.com/kedcnextgenscience

11. You where chosen to be a network participant. • What characteristics do you possess that make you the “right” person for the job? • Use the graphic organizer to make a list of the skills, experience, training you have that make you the “right” person for leadership network. todaysmeet.com/kedcnextgenscience

12. Now look at “Right” participant list. • Highlight the similarities between your list and the “right” list. todaysmeet.com/kedcnextgenscience

13. District team todaysmeet.com/kedcnextgenscience

14. Reflection: • How will your teacher leader strengths, instructional strengths and content area strengths help your district team?How will you utilize the strengths of your teammates? todaysmeet.com/kedcnextgenscience

15. What three words would you use to describe your team? • http://abcnews.go.com/GMA/video/words-live-mega-event-featuring-republics-good-life-14471263 • Three different words • A motto • Acronym todaysmeet.com/kedcnextgenscience

16. How is capacity building different from train the trainer? todaysmeet.com/kedcnextgenscience

17. Capacity Building vs. Train the Trainer Develop skills, increase knowledge Receive materials and knowledge Develop a plan specific to their districts needs Packaged set of materials Conducted collaboratively Duplicate rather than create Whole group training to comply with professional development requirements Long-term sustainable model for professional learning todaysmeet.com/kedcnextgenscience

18. Elevator speech: In one or two sentences explain to your department or lunch mates what capacity building means to you.(Journal) todaysmeet.com/kedcnextgenscience

19. Plan-Do-Review todaysmeet.com/kedcnextgenscience

20. I can explain the structure and intent of Next Generation Science Standards (NGSS). todaysmeet.com/kedcnextgenscience

21. Developing the NGSS Phase I Phase II 7/2011 – April 2013 1/2010 - 7/2011 todaysmeet.com/kedcnextgenscience

22. What’s Different about the Next Generation Science Standards? todaysmeet.com/kedcnextgenscience

23. Three Dimensions Intertwined • The NGSS are written as Performance Expectations • NGSS will require contextual application of the three dimensions by students. • Focus is on how and why as well as what

24. todaysmeet.com/kedcnextgenscience

25. Performance Expectations Assessment Boundary Clarification Statement 8 7 44

26. Websites • Interactive standards online at: www.nextgenscience.org/next-generation-science-standards • NSTA http://ngss.nsta.org/ • Richard’s Weebly kedcnextgenscience.weebly.com • NGSS App todaysmeet.com/kedcnextgenscience

27. Conceptual progressions model with middle school designations. • http://education.ky.gov/curriculum/sci/pages/next-generation-science-standards.aspx todaysmeet.com/kedcnextgenscience

28. Interactive Standards and Your binder • Take a few minutes to “play” with interactive standards. • Time to look around inside your binder todaysmeet.com/kedcnextgenscience

29. Learning Progressions LS1-C Organization for matter and energy flow in organisms. HS LS1-7 HS LS1-6 HS LS1-5 7 LS1-7 7 LS1-6 5 LS1-1 5 PS3-1 K LS1-1

30. Progressions • Each district team will be given a topic to investigate. (K-12) • Use the progressions chart to summarize the performance expectations through the progressions. • Include a summery of the content from the Disciplinary Core Ideas todaysmeet.com/kedcnextgenscience

31. Progressions in the NGSSLS2A Interdependent relationships in Ecosystems • Use one color to highlight what students are doing. (construct an argument, build a mathematical model) • Use a second color to highlight the content progressions. todaysmeet.com/kedcnextgenscience

32. Gallery Walk • What are the grade level “gaps” you notice? todaysmeet.com/kedcnextgenscience

33. What does that mean for classroom instruction? todaysmeet.com/kedcnextgenscience

34. What does that mean for classroom assessment? todaysmeet.com/kedcnextgenscience

35. The framework defines curriculum as: “the knowledge and practices in subject matter areas that teachers teach and that students are supposed to learn. A curriculum generally consists of a scope, or breadth of content, in a given subject area and of a sequence of concepts and activities for learning.” (p. 246) • What does that mean for curriculum development? todaysmeet.com/kedcnextgenscience

36. What is the Take Home!!! todaysmeet.com/kedcnextgenscience

37. todaysmeet.com/kedcnextgenscience

38. Plan-Do-Review todaysmeet.com/kedcnextgenscience

39. LUNCH todaysmeet.com/kedcnextgenscience

40. Table talk • Looking at the progression activity what did you notice that was different? • What shifts are we going to need to make? todaysmeet.com/kedcnextgenscience

41. I can identify the key shifts in teaching and learning necessary to effectively implement NGSS. • Appendix A (Binder): Number off 1-7 and each person will read their numbered shift. • Read the information about the shift and write a summary on your graphic organizer. • Share summary of the shift with your table and complete your organizer. todaysmeet.com/kedcnextgenscience

42. SEAN’s Presentation • http://mediaportal.education.ky.gov/next-generation-schools-and-districts/2013/09/speed-bumps-on-the-road-to-ngss/ • Elbow Partners todaysmeet.com/kedcnextgenscience

43. 3,2,1 reflection (Journal) • What are three key ideas? • What are two things I am struggling with? • What is one thing that I need to take back? todaysmeet.com/kedcnextgenscience

44. Plan-Do-Review todaysmeet.com/kedcnextgenscience

45. I can reflect on my knowledge and needs as a teacher leader. todaysmeet.com/kedcnextgenscience

46. How is building capacity like Chex Mix? todaysmeet.com/kedcnextgenscience

47. I can reflect on my knowledge and needs as a teacher leader. todaysmeet.com/kedcnextgenscience

48. I can create a plan to build capacity within my district. • Homework: • Who is on your District Leadership Team? • What is the plan to scale the Network goals? • How do you fit in? todaysmeet.com/kedcnextgenscience

49. MVP • Choose today’s Most Valuable Point (MVP) • What is the impact on your learning, district impact, and student learning? • Tweet MVP to: #kyscinet todaysmeet.com/kedcnextgenscience

50. KDE Updates September, 2013