Association of Science-Technology Annual Conference October 31-November 1, 2009 Session Leader: Diane LaFollette, Network Coordinator, Arkansas Discovery Network, Little Rock, AR Presenter(s): Lynne Hehr, Director, Center for Mathematics and Science Education, NW Arkansas Partnership Arkansas Discovery Network, and the University of Arkansas Discovery Zone, Fayetteville, AR Nicole Kowrach, Assistant Director for Teaching and Learning, Museum of Science and Industry, Chicago, IL Lucinda Presley, Director, Art and Science Integration, Creativity in Education Services, Palestine, TX Removing Barriers, Ensuring Success in Teacher Professional Development

MSI is taking a leadership role in the effort to improve science education in our region and beyond. Our vision is to inspire and motivate our children to reach their full potential in the fields of science, technology, medicine and engineering.

C.A.S.E.  Empowering teachers  Exciting students  Engaging the community  Enlivening the guest experience  Improve student science achievement through support of quality science teachers in the middle grades  Empower science teachers with an in depth understanding of science content and hands- on and inquiry based instructional strategies  Engage teams of teachers and school administrators to build school communities that prioritize science and successfully inspire and motivate their youth Institute for Quality Science Teaching

Teacher Professional Development Series (TPDS)  th - 8 th grade teachers per school year  Focus on under-resourced schools both within and outside Chicago Public Schools  Graduate credit through university partners & CPDUs through State Board of Education  CDs containing classroom activities, background information & additional resources  Bin of materials to support classroom science activities  Reimbursement for substitute teachers  Free fieldtrip (including bussing)  Learning Lab workshops, Teacher and Student Exhibit Guides & other experiences to maximize Museum field trips  3-pronged approach:  Build teachers’ science content knowledge  Enhance their instructional practice  Improve their museum skills (using our exhibits & programs as tools for science education)

According to the National Science Teachers Association’s position statement on Professional Development in Science Education, professional development programs should incorporate the following guiding principles (NSTA, 2006): “Professional development programs should be based on student learning needs and should help science educators address difficulties students have with subject-matter knowledge and skills.” TPDS helps teachers:  Become more knowledgeable about core science concepts  Understand common students misperceptions in science  Expand their skill in & frequency of leading inquiry-based & hands-on/minds-on science in their classrooms Success of TPDS stems from our focus on research-based best practices in professional development for science educators.

“Professional development programs should be based on the needs of science educators—of both individuals and members of collaborative groups—who are involved in the program. Ongoing professional development initiatives should be assessed and refined to meet teachers’ changing needs.” TPDS program model was informed by: Front-end evaluation with teachers Professional expertise of the Museum staff Review of relevant educational literature Ongoing evaluation: 3-year evaluation plan for each series Internal and external evaluators.

. TPDS expands teachers’ capacity by building science content knowledge, enhancing instructional practice & helping teachers take full advantage of Museum resources. TPDS provides opportunities for teachers to: Build their understanding of science Increase their confidence in teaching science Gain access to tools and techniques that enable them to become fully engaged science teachers “To best serve all students as they learn science, professional development should engage science educators in transformative learning experiences that confront deeply held beliefs, knowledge, and habits of practice.”

“Professional development should be integrated and coordinated with other initiatives in schools and embedded in curriculum, instruction, and assessment practices.” TPDS workshops and associated classroom & Museum- based activities:  Address State and National Science Education Standards  Focus on topics covered by the Chicago Public School’s K-8 science curriculum  Engage school administrators before, during and after the program  Reflect developmentally appropriate content accordance with AAAS Project 2061’s Atlas for Science Literacy  Provide graduate course credit through university partners & continuing professional development units through the IL State Board of Education

“Professional development programs should maintain a sustained focus over time, providing opportunity for continuous improvement.” TPDS teachers:  Participate over the course of an entire academic year (per series)  Are recruited in school teams  Return for subsequent series. Of 335 teachers participating since program launch 3 years ago: 25% have participated for 2 years 5% have participated for 3 years

“Professional development should actively involve teachers in observing, analyzing, and applying feedback to teaching practices.”  TPDS participants develop and maintain portfolios that includes lesson plans, reflections, student work and direct feedback for the Museum staff  Teacher teams provide opportunities to reduce teacher isolation and offer structured times for teachers to share with their colleagues

“Professional development should promote collaboration among teachers in the same school, grade, or subject.”  TPDS supports teachers from approximately 55 Chicago and suburban schools per academic year  Teachers are recruited in pairs, and often multiple pairs from a given school participate with the support of the school administration  Of 118 schools participating since program launch 3 years 28% have participated for 2 years 9% have participated for 3 years 5% are entering their 4th year

Best Practices for Professional Development in Science Education:  Professional development programs should be based on student learning needs and should help science educators address difficulties students have with subject-matter knowledge and skills.  Professional development programs should be based on the needs of science educators—of both individuals and members of collaborative groups—who are involved in the program. Ongoing professional development initiatives should be assessed and refined to meet teachers’ changing needs.  To best serve all students as they learn science, professional development should engage science educators in transformative learning experiences that confront deeply held beliefs, knowledge, and habits of practice.  Professional development should be integrated and coordinated with other initiatives in schools and embedded in curriculum, instruction, and assessment practices.  Professional development programs should maintain a sustained focus over time, providing opportunity for continuous improvement.  Professional development should actively involve teachers in observing, analyzing, and applying feedback to teaching practices.  Professional development should promote collaboration among teachers in the same school, grade, or subject. - National Science Teacher Association, 2006

Session Leader: Diane LaFollette, Network Coordinator, Arkansas Discovery Network, Little Rock, AR Presenter(s): Lynne Hehr, Director, Center for Mathematics and Science Education, NW Arkansas Partnership Arkansas Discovery Network, and the University of Arkansas Discovery Zone, Fayetteville, AR Nicole Kowrach, Assistant Director for Teaching and Learning, Museum of Science and Industry, Chicago, IL Lucinda Presley, Director, Art and Science Integration, Creativity in Education Services, Palestine, TX Removing Barriers, Ensuring Success in Teacher Professional Development