engage, inquire and inspire imss leadership institute fall 2012
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Engage, Inquire and InspireIMSS Leadership Institute Fall 2012
Review Outcomes, Agenda and Norms
Collaborative Leadership CapacityWhole district change initiatives depends on resolute leadership at the district level, which in turn develops collaborative capacity within and across schools.
Collaboration and Leadership: The practice and research on collaborative school cultures and professional learning communities is very convincing. When teachers work together, led by an instructionally-focused principal, they are much more successful than when they work alone.
Lateral Capacity Building lateral capacity means connecting schools within a districtand even more broadlyto develop new ideas, skills, and practices that increase the ability of individuals and organizations to bring about improvements.
Whats your role today and in improving science education in your site/district? What should be the role of this team in supporting improving science teaching and learning?What are some of the goals for science this coming year?
Guiding Assumption of Framework: Both Content Knowledge and Scientific PracticesScience is not just a body of knowledge that reflects current understanding of the world; it is also a set of practices used to establish, extend and refine that knowledge. Both elements knowledge and practice--- are essential.
Scientific and Engineering Practices1. Asking questions and defining problems2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics and computational thinking6. Developing explanations and designing solutions7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating information
Science PracticesNational Research Council. (1996). National Science Education Standards. National Committee for Science Education Standards and Assessment. Washington, DC: National Academy Press.
Supporting Our Work: Teacher PDDistrict IMSS Coach2-3 release days for 14 MS science teachers for district based PD ($6,000)PD for district and site leadersData and ResearchAccess to expertise of the partnership
Function of IMSS Teacher District LiaisonAssist in determining needs and priorities for science professional development for your site and district.Work collaboratively with IMSS district coach and science teachers to develop and implement science PD. Serve as a district liaison for IMSS program at your site and district level. Participate as a member of the IMSS district leadership team.
"To raise new questions, new possibilities, to regard old problems from a new angle, requires creative imagination and marks real advance in science. Albert Einstein
"We can't solve problems by using the same kind of thinking we used when we created them. Albert Einstein
Aerodynamically, the bumble bee shouldn't be able to fly, but the bumble bee doesn't know it, so it goes on flying anyway.
2011 IMSS. All Rights Reserved.
$11.4 Million 5-year award begins July 2010Be clear we are looking at systemic change in science education and science professional development. Focused on Inquiry-based science, formative assessment and literacy through ongoing embedded PD and Lesson Study. Supported by district and site instructional leaders. We are building collaborative capacity to improve science teaching and learning.We want all schools involved and learning from each other and sharing resources, knowledge and expertise.Draft April 10th 2012 RC*We want all schools involved and learning from each other and sharing resources, knowledge and expertise.*These are the practices identified by the committee. Note that the numbering is for convenience only. It does not imply an order, or step by step linear process.
The practices that we dont see very often in K-12 classrooms now are #2 developing and using models, #7 engaging in argument, and #8 obtaining, evaluating and communicating information.
Note also that engineering is integrated here. The committee thought that the work of scientists and engineers is similar in many respects. They distinguished between the 2 in only 2 places: 1) asking questions and defining problems, 2) developing explanations and designing solutions.
The committee was NOT able to lay out a clear progression by grade bands for the practices. This is because they determined the evidence base was not definitive enough for them to do so. They were able to provide a sketch, but without definitive grand band endpoints. *Practice and Performance Assessment CCSS and NGSS*How we see things depends on how we look at things... RolesScience should be fun. Think outside the box... Dont be limited by all the challenges we face... Enjoy today and be a learnerResearch and Pre-Assessment*