ONLINE EXCLUSIVE: A Bold Experiment

IDEAS

ONLINE EXCLUSIVE: A bold experiment

By Arthur Eisenkraft

Categories: Collaboration, Learning communities

Vol 41, No. 1

Picture this: A district science coordinator wants to move forward with a new initiative that supports district priorities and will result in improved student science learning. She brings together a dozen classroom teachers from elementary, middle, and high schools across the district. They discuss the initiative and how they might best roll it out across grade levels throughout the district to achieve vertical alignment. They reflect on how the program will be different across grade levels and how it will help the district overall meet new science standards. They agree on what professional learning teachers in the district will require to come aboard. They then move forward with a plan. This scenario occurs in districts throughout the United States, thanks to the Wipro Science Education

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Authors

Arthur Eisenkraft

Arthur Eisenkraft (arthur.eisenkraft@umb.edu) is distinguished professor of science education, professor of physics, and director of the Center of Science and Math in Context at University of Massachusetts Boston.

References

Loucks-Horsley, S., Stiles, K.E., Mundry, S., Love, N., & Hewson, P.W. (2010). Designing professional development for teachers of science and mathematics (3rd ed.). Thousand Oaks, CA: Corwin Press.

National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.

NGSS Lead States. (2013). Next Generation Science Standards: For States, By States [NGSS]. Washington, DC: The National Academies Press.

Spillane, J.P., Halverson, R., & Diamond, J.B. (2001). Investigating school leadership practice: A distributed perspective. Educational Researcher, 30, 23-28.

York-Barr, J. & Duke, J. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74, 255-316.