1. The Northwest Georgia Science Education Partnership Mathematics and Science Partnership (MSP) Program

2. Project Objectives The specific objectives of the project are to 1) provide teachers with intensive professional learning experiences that build science content knowledge 2) improve teacher attitudes and confidence in implementing inquiry-based science units 3) provide teachers with differentiation and multiple assessment strategies 4) establish a professional learning community that will immerse teachers in supportive, sustained, professional learning experiences

3. Partnering Institutions

4. Project Management Team

5. InstitutesDescription Phase 1 Content-Focused Inquiry Institute: Curiosity and the Core Ideas of Science Introduction to inquiry, core science ideas, learning cycle approach, and backward design. Technology-Enhanced Professional Learning Communities: Using Technology to Improve Science Learning Establish professional learning communities and communication frameworks, integrate technology into science instruction. Our Professional Learning Initiative will take place in four developmental phases where participants complete eight interrelated (20 hour) science institutes. While each institute will have its own unique identity and objectives, their focus will converge on the overall goal of improving student achievement in science. Overview of Action Plan: Four Phases, Eight Institutes

6. Target Schools and Students: Schools not making AYP and students showing greatest needs Which students are neediest? When the data is disaggregated, it indicates that high percentages of certain subgroups (Blacks, Hispanics, Students with Disabilities, Limited English Proficient Students, and Economically Disadvantaged Students) did not meet the basic standards for achievement in science

7. What content is needed? Least Comfortable Science Discipline to Teach Self-assessment surveys point to a distinct area of need – physical science. Nearly two-thirds (63%) of our teachers reported that physical science was the discipline of science that they felt least confident in teaching.

8. What content is being taught The GPS’s and National Science Standards will serve as a guiding framework to focus science instruction on big ideas, enduring understandings, and essential questions. Our content institutes will focus on building our teachers understanding of 4 th physical science concepts – the area of science where student achievement is lowest and the area our teachers reported being the least comfortable in teaching.

9. Data used to for evidence of effectiveness of content institutes Evaluation Question Type of Data 1. Has student achievement improved? Criterion Referenced Science Tests (CRCT) 2. Has teacher content knowledge improved? Pre and Post Content Tests (MOSART) Teacher reflections 3. Have teacher attitudes toward science improved? Science Attitudes Inventory Institute Evaluations

10. Northwest MSP Summer Institute 4 th Grade North Cohort Evaluations

11. Northwest MSP Summer Institute 5 th Grade South Cohort Evaluations

12. Northwest MSP Summer Institute 8 th Grade South Cohort Evaluations

13. Most Effective Portion of Institutes

14. Suggested Improvements

15. Challenges faced by project leaders when teaching core content It is ineffective to separate the content from the pedagogy It is a challenge to find enough effective teacher leaders during the academic year It is difficult to find/develop 160 hours of quality training for each grade level

16. Lessons learned so far The success of the project depends on the quality of your lead teachers. The content must be embedded within hands- on lessons that are grade level specific and aligned with state performance standards Teachers appreciate being treated professionally with care Teachers need the time and materials to actually do and then discuss each lesson.

17. Support and professional development of STEM faculty We need to value science education programs and innovations as much as we value pure science programs and innovations We need to help STEM faculty adjust their teaching and materials to make them more effective for k-12 teachers We need to pair STEM faculty with experienced classroom teachers so that they can co-plan, co-teach, and co-llaborate.

18. Sample student pre-test results Q: Name the four seasons. A: Salt, pepper, mustard, and vinegar Q: Explain one of the processes by which water can be made safe to drink. A: Flirtation makes the water safe to drink because it removes large pollutants like grit, sand, dead sheep, and canoeists. Q. What does the word “benign” mean? A. Benign is what you will be after you be eight.

19. Disclaimer The instructional practices and assessments discussed or shown in these presentations are not intended as an endorsement by the U.S. Department of Education".