Version 1.0 Unit # 7: Leadership for Excellence in Science Unit 7: Leadership for Excellence in Science Pennsylvania Inspired Leadership Region 3 Ver

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Unit # 7: Leadership for Excellence in Science

Unit 7: Leadership for Excellence in SciencePennsylvania Inspired Leadership Region 3

Ver. Nov 2008

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What is educational leadership?

The guidance, direction and support of sustained instructional

improvement leading to higher student achievement

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Where we are in the Program

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Understanding what needs to

change

Learning how to change it

Unit 7 Leadership for Excellence in Science

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Units 1-4 World Class Schooling

What has changed? What should we do?What has changed? What should we do?

What is the challenge?What is the challenge? How should we plan to How should we plan to meet that challenge?meet that challenge?

What should we plan What should we plan around?around?

What should be our What should be our central focus?central focus?

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Units 5-8 Focusing on Teaching & Learning

How should our teaching and learning be informed?

What do we know What do we know about literacy?about literacy? What do we know What do we know

about math?about math?

What do we know What do we know about science?about science?

What do we know What do we know about developing about developing our staff’s skills?our staff’s skills?

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Introduction

This unit:

Attends to the characteristics and quality of science learning and teaching to improve science education

Defines the principal’s role not as the expert in science but as the leader who can assist others in identifying:characteristics of a good science programeffective pedagogy for classroom practiceevidence of student engagement in science learning

Examines standards-based instructional practices that are based in scientific inquiry and practice

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Learning Objectives

Upon completion of this unit, the principal will know or be able to do the following:

1. Articulate a vision of effective science education

2. Describe the current state of science education

3. Support teachers as they development strategies for effective science learning and teaching

4. Promote the incorporation of science standards and best instructional practices into K-12 science curricula

5. Design leadership strategies to promote fair assessments for science curricula

6. Generate a set of specific professional development needs for reform-based science teaching

7. Determine next steps that emphasize effort, achievement, clear expectations, and high standards for science education

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Agenda – Day One

Introduction to Science Education

Current State of Science Education – Survey Analysis

Current State of Science Education – Data

Crisis Point of Science Education – Rising Above the Gathering Storm

Science Lesson

Framework for Science Education - Taking Science to School – Inquiry Triangle

Introduction to Science Education

Current State of Science Education – Survey Analysis

Current State of Science Education – Data

Crisis Point of Science Education – Rising Above the Gathering Storm

Science Lesson

Framework for Science Education - Taking Science to School – Inquiry Triangle

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Key Questions

1. What barriers exist to students' high achievement in science and what instructional methods can overcome these barriers?

2. What does fair assessment in science look like?

3. How does an instructional leader evaluate practices in science classrooms and recognize high quality science teaching?

4. How does an instructional leader promote the importance of providing ongoing opportunities for science literacy throughout the school year?

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• What challenges/issues and opportunities do you face in science education in your school?

• How are these similar to your colleagues?

• What patterns do you observe?

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Evaluation of Classroom Science Practice

K-12 Science Instruction (n=74)

1.6

2.3

1.8

2.6

1.9

2.6

1.7

1.5

2.2

1.51.6

2.7

1.61.5

1.0

1.5

2.0

2.5

3.0

3.5

4.0

4.5

5.0

1 2 3 4 5 6 7 8 9 10 11 12 13 14Instrument Number

Liker

t Sca

le

Conceptual Understanding = 2.04 Evidence-Based Explanation = 1.85Engagement with Phenomena = 1.93

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High School Science Instruction(n=24)

1.2

2.3

1.5

3.2

1.4

1.8

1.5

1.2

1.4

1.11.3

2.0

1.3

1.1

1.0

1.5

2.0

2.5

3.0

3.5

4.0

4.5

5.0

1 2 3 4 5 6 7 8 9 10 11 12 13 14Instrument Item Number

Liker

t Sca

le

Conceptual Understanding = 1.92 Evidence-Based Explanation = 1.38Engagement with Phenomena = 1.47

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Middle School Science Instruction(n=30)

1.5

1.9

1.6

2.5

2.0

2.8

2.0

1.7

2.7

1.6

1.9

2.9

1.61.7

1.0

1.5

2.0

2.5

3.0

3.5

4.0

4.5

5.0


Liker

t Sca

le

Conceptual Understanding = 1.90 Evidence-Based Explanation = 2.12 Engagement with Phenomena = 2.07

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Elementary Science Instruction(n=30)

1.9

2.8

2.22.3

2.1

2.9

1.61.7

2.5

1.8 1.7

3.1

1.9

1.7

1.0

1.5

2.0

2.5

3.0

3.5

4.0

4.5

5.0


Liker

t Sca

le

Conceptual Understanding = 2.26 Evidence-Based Explanation = 2.03 Engagement with Phenomena = 2.23

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Key Questions





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How does your school compare with international & regional trends?

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Assessment Data: InternationalAssessment Data: International

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PISA - 2006

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The PISA science literacy test asks students to apply their science knowledge to solve problems set in various real-world contexts. To solve the problems students must activate a number of science competencies as well as a broad range of science content knowledge.

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TIMSS Highlights for Science

TIMSS 2003: one of a series of international mathematics and science assessments conducted every 4 years

Assesses achievement in countries around the world. 50 countries participated in 2003

Assessments conducted on both 8th and 4th grade students

Grade Country 1999 2003

8th Grade

Singapore

Chinese Taipei

568

569

578

571

United States

515 527

International Average

488 474

4th Grade

Singapore

Chinese Taipei

565

551

United States

536

International Average

489

RESULTS

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TIMSS 2003

1. TIMSS 2003: one of a series of international mathematics and science assessments conducted every 4 years

2. Assesses achievement in countries around the world. 50 countries participated in 2003

3. Assessments conducted on both 8th and 4th grade students

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Examining TIMSS Data

What else can we learn?

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Assessment Data: PennsylvaniaAssessment Data: Pennsylvania

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Pennsylvania Science Assessment

State Testing (PSSA) Required by NCLB Not included in AYP determination Grade 4, 8, & 11 Integrated Assessment

Nature of ScienceBiological SciencesPhysical SciencesEarth and Space Sciences

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2008 State Science PSSA by Grade Level

0

10

20

30

40

50

60

70

80

90

100

Pennsylvania Performance Grade 4 Pennsylvania Performance Grade 8 Pennsylvania Performance Grade 11

Grade

% A

dva

nce

d &

Pro

fici

ent

% Advanced & Proficient

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2008 Grade 4 Science PSSA - IU 18

0

10

20

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50

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70

80

90

100

school District

% A

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& P

rofi

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2008 Grade 8 Science PSSA IU 18

0

10

20

30

40

50

60

70

80

90

100

School District

% A

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& P

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0

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20

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School District

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2008 Grade 4 Science PSSA IU 19

91.4

83.9

94.2

88 88.4 89.9

81.185.8

82.5

90.4

77

89.7

79.2

92.4

84.5

9892.9 90.8 92.2

84.4

0

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20

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School District

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2008 grade 8 Science PSSA - IU 19

65

58.354.1

63.4

50.8

67.6 68.3

38.2

47.4

62.9

45.3

60.5 59.756.5 58

63.460 61.6

56.152.5

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20

30

40

50

60

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School District

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36.3

25.9

48.1 49.1

17.8

38.3

50.7

30.1

19.2

29.1

37

30.8 31.1

38.5

31.7

41.8

3035.2

22.7

34

0

10

20

30

40

50

60

70

80

90

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School District

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So…?

What have we learned from the International,

and State assessments and

comparisons?

What do they mean for us?

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Rising Above the Gathering Storm

Key Points:

1. Increase America’s talent pool by vastly improving K-12 mathematics and science education

2. Sustain and strengthen the nation’s commitment to long-term basic research

3. Develop, recruit, and retain top students, scientists, and engineers from both the U.S. and abroad

4. Ensure that the U.S. is the premier place in the world for innovation

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Key Questions





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What are effective instructional techniques for science education?What are the best methods for engaging students with inquiry, evidence/ explanation/phenomenon in science education?

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Taking Science to School

Conceptual Understanding: A rich interconnected web of relationships between many facts, ideas and concepts. Students use knowledge embedded in this web of relationships to understand when and how laws of science apply to real situations and how to investigate situations in their life.

Engagement with Phenomena Situations where student's

existing ideas about a concept are made explicit and

challenged in order to create a state of cognitive conflict.

Students’ conceptual understanding is developed by explicitly linking facts, ideas and concepts and connecting those to the real world through experience. Conceptual understanding is not developed from just solving equations or learning vocabulary.

Establishes students’ motivation to engage in a

lesson. In analyzing phenomena as an

instructional practice, the result is a conceptual change

for the learner.

Students learn science best in a community of science learners; students’ use of evidence and explanation in their interactions with others promotes connections of facts, ideas, and concepts.

Evidenced-Based Explanations Students explaining and defending their thinking and ideas with evidence. Also students formulating new explanations from evidence. Through this action explanations are connected to scientific knowledge and justified.

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Inquiry instructional Activities

CONTENT UNDERSTANDINGS Knowing basic science facts Understanding science concepts

SKILLS AND ABILITIES Writing explanations about what was observed and why it

happened Formulating hypotheses or predictions to be tested Designing and planning experiments or investigations Conducting experiments or investigations Learning about the nature of science and inquiry Learning about technology and its impact on society Understanding human impact on the environment

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Observations and Inferences

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Sample Science Lesson #1

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Taking Science to School 3









for the learner.



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Making Connections on Day One

Summary

Explored the challenges and opportunities about science education you have in common with your colleagues

Discovered the gap between U.S. science education and other countries

Uncovered evidence regarding the need of science education in the U.S.

Engaged with your colleagues in a sample standards-based science lesson

Considered how instructional and performance standards inform the design of a standards-based instructional system for science

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Unit 7: Leadership for Excellence in ScienceDay 2

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Agenda – Day Two

Lesson Topics

Introduction to Day Two Review of Day One Material

Science Lesson #2 Science Lesson #2 (Gr 6-7; identifying chemical reactions)Debrief Instructor

Instructional Best Practices in Science

High School Video ObservationEvaluating Instructional Practice in Science

Designing Science Instruction for K-12

Backward PlanningThe 5E Model

Science Education Action Planning

Planning a Science Education VisionImportance of Effective Professional DevelopmentAction Planning and Implementation

Making Connections Summary of Day TwoDay Two Evaluation

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Taking Science to School 3









for the learner.



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What Is Our Situation?

How does my school support science literacy for all students and provide opportunities to learn about

science career options?

Scenarios

1. Read the K-6 or 7-12 scenario

2. Prioritize key issues from the scenario

3. Identify roadblocks/challenges

4. Identify 2 or 3 actions you can take

handout

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Key Questions





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How crucial are fair assessments for science students?Am I responsible for conducting fair assessments?

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Inside-Outside Activity

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Assessment in the Inquiry Assessment in the Inquiry ClassroomClassroom

What are the assessment areas in your school that will have to

change most if the student is to become responsible for his

learning?

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Selection of Science

Instructional Materials

USFS

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Sources of Instructional Materials

Elementary and Middle School Kits ex: FOSS, STC

Textbooks available for all levels a learning resource

Curriculum Packages provides instructions for teaching, activities, assessments, etc.

Activities and Units generally by topic or theme

Museums, nature centers, state organizations, federal agencies

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ResourcesResources SpaceSpace

Equipment (e.g. glassware, airtracks, streamtables)

Lab tables or space for students to work in groups

Consumables (e.g. chemicals, specimens) Sinks and gas jets

Technology (e.g. computers or PDAs with probeware)

Storage for equipment, consumables and technology

SafetySafety

Science-Specific Considerations

Particular Science Needs

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Question about quality resources

A teacher tells you that a way to insure higher test scores and better student science learning is to change to the Biological Sciences Curriculum Study materials.

How could you find out if this curriculum does indeed support higher achievement?

Best Evidence Encyclopedia

What Works Clearinghouse

Doing What Works

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Taking Science to School









for the learner.



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Science Lesson #2

(with observers)

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High School Class Part One High School Class Part Two

Observing Best Practices in Science

High School Class Part One High School Class Part Two

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Science Instruction for

K-12

Credit: Image courtesy of professor Kellar Autumn. National Science Foundation

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Reflection and Application

Identify priorities for improving science instruction within the science scenario. What action steps will you implement? How will science improvement strategies be integrated into the schools overall plan for continuous improvement?

How will you take these action items back to your own school?

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Designing Science Instruction K-12

Backward Design in Science* Begin with the end in mind

What big conceptual understandings we are trying to achieve? What performance and content standards are the focus? What do we want students to be able to know and do?

Assessment How will we know when students have achieved deep conceptual

understanding in this area? What type(s) of assessments are most likely to display this

understanding

Activities What types of activities are likely to support students developing

deep conceptual understanding? What is the appropriate sequence for these activities?

*Wiggins and McTighe's ”Understanding by Design”

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Effective Science Lesson Design

Reflect back on the two sample science lessons

Consider how those lessons embodied Backward design

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Science Education

Action Planning

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Effective Professional Development

If the teacher works in a…. Then they will require…

Elementary School More content knowledge training

High School

Stronger knowledge of pedagogy

The ability to include inquiry instructional practices while concurrently preparing students for standardized assessments

Enabling students to explain

inquiry,

evidence, and

phenomenon

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Action Planning

1. What can instructional leaders do to improve science instruction in their schools?

2. What are the best courses of action for implementing a science education action plan?

3. What do the science teachers in my school need to include in their knowledge and skill set for teaching science?

4. In what ways do my teachers' needs differ by grade level?

5. Is my teaching staff ready to teach the required standards and utilize the recommended instructional practices?

6. What elements have I not included in my science education action plan?

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Group Activity: Extending/Refining

Classroom Observation for Walkthroughs

Look Fors Ask Abouts

Conceptual Understanding

Evidenced-Based Explanations

Engagement with Phenomena

Assessment

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The principal’s role is not as the expert in science but as the leader who can assist others in identifying:characteristics of a good science

programeffective pedagogy for classroom

practiceevidence of student engagement and

growth in science learning

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Making Connections on Day Two

Summary

Engaged with your colleagues in a sample standards-based science lesson

Explored instructional best practices Observed science instruction to support teacher

practice and development Discovered design principles for science education Explored instructional benchmarking maps and

applied them to designing science education Created an action plan for science education

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Next Steps – Suggested Actions

1. Continue to review the current performance data on local and state assessments

2. Further define and clarify the current context for your students’ performance in science

3. Engage your Leadership Team (department leadership) in the process

4. Produce a summary of what your performance data shows about science performance in your school

5. Conduct a study group with teachers responsible for science instruction, administrators, team leaders, department chairs and other leaders who focus on science instruction

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Version 1.0 Unit # 7: Leadership for Excellence in Science Unit 7: Leadership for Excellence in Science Pennsylvania Inspired Leadership Region 3 Ver