Engage, Inquire and Inspire
IMSS Leadership Institute Fall 2012
Review Outcomes, Agenda and Norms
Collaborative Leadership Capacity
Whole 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 district—and even more broadly—to develop new ideas, skills, and practices that increase the ability of individuals and organizations to bring about improvements.
1.What’s your role today and in improving science education in your site/district?
2.What should be the role of this team in supporting improving science teaching and learning?
3.What are some of the goals for science this coming year?
Guiding Assumption of Framework:
Both Content Knowledge and Scientific Practices
“Science 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 problems
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Developing explanations and designing solutions
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
Science Practices
National Research Council. (1996). National Science Education Standards. National Committee for Science Education
Standards and Assessment. Washington, DC: National Academy Press.
S5. Use mathematics & computational thinkingM6. Attend to precision
M7. Look for & make use of structure
E3. Respond to the varying demands of audience, talk, purpose, & discipline
E1.Demonstrate independence
E7. Come to understand other perspectives & cultures
S2. Develop and use models
M4. Model with mathematics
M1. Make sense ofproblems & persevere in solving them
M8. Look for & expressregularity in repeated reasoning
S1. Ask questions &define problems
S3. Plan & carry outinvestigations
S4. Analyze & interpretdata
E2. Build strong content knowledgeE4. Comprehend as well as critique
E5. Value evidenceM2. Reason abstractly & quantitatively
M3. Construct viable argument & critique reasoning of others
S7. Engage in argument from evidenceS6. Construct explanations & design solutions
S8. Obtain, evaluate & communicate informationE6. Use technology & digital media
M5. Use appropriate tools strategically
MATH SCIENCE
ELA Source: Working Draft v.4, 12-6-11 by Tina Cheuk, ell.stanford.edu
Supporting Our Work:
1.Teacher PD2.District IMSS Coach3.2-3 release days for 14
MS science teachers for district based PD ($6,000)
4.PD for district and site leaders
5.Data and Research6.Access to expertise of
the partnership
Function of IMSS Teacher District Liaison• Assist 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.
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