Greetings!

  

In November, eighty-two science education professionals representing leadership teams from 12 districts and the regional LASER Alliances participated in the BSCS National Academy for Curriculum Leadership (NACL) offered in partnership with Washington State LASER. During the Fall Academy, the teams developed a common understanding of the characteristics and design of high-quality professional development programs that support improvements in high school science education. The week culminated in the development of individual action plans that will guide each team's professional development program.
 
The NACL is an in-depth, three-year professional development experience for district leadership teams. Through the NACL, school and district leaders build on their capacity to design, implement, and sustain an effective high school science education program that features inquiry-based instructional materials. With a focus on student achievement, the leadership teams support teachers as they implement new instructional materials, improve their classroom practice, and develop professional learning communities.
 
Recognizing the need for a professional development program that supports science education reform at the high school level, Washington State LASER and BSCS launched the Washington State NACL in 2004 with major financial support from the Agilent Technologies Foundation and the Battelle Foundation. The first three-year cohort ended in 2007, and the second is now in its second year of the program. Nearly 30 leadership teams from Washington and across the country have participated in the Academy based in Washington State.
 
To learn more about BSCS and the NACL, click here.
 
by Jody Bintz, a lead facilitator for NACL and a BSCS employee.

 

Each year Pacific Northwest National Laboratory (PNNL) names a Woman of Achievement, selected from nominees who are known for outstanding professional achievements, personal accomplishments, and community involvement. The 2008 Woman of Achievement award recipient is Kim Fowler of the Energy and Environment Directorate and also one of our own LASER Strategic Planning Institute (SPI) faculty members.
 
Kim is a senior research engineer who has applied her expertise and ideas toward creating a sustainable society. Her efforts to integrate a science and engineering basis with sustainable design and development have earned her national recognition and customer accolades. She is a co-author of two books and a contributor to four others. Most recently, Kim wrote a chapter for a new book that explores the ways women successfully combine motherhood and careers in science or engineering. She has been instrumental in efforts to recruit and retain female scientists, and her work in science education has yielded prestigious honors, such as the Office of Science Undergraduate Research Programs Outstanding Mentor Award and the Fitzner-Eberhardt Award. Away from work, Kim is a busy wife and mother of two sons, and a volunteer for assorted school and community activities. Congratulations to Kim Fowler whose hard work and accomplishments are continuing to make a difference!

 

adapted from an article by Michael Kluse, PNNL Laboratory Director

Washington State LASER sponsored Ramon E. Lopez (University of Texas at Arlington professor) to present at the Regional NSTA (National Science Teachers Association) Conference on Friday, November 21, 2008. Dr. Lopez's focus was Building Administrative Support for Science Education Reform.
 
In order for standards-based, inquiry-based science to be implemented in a school district, it is critical that administrative support is developed at all levels. And, in order to gain that support, administrators must understand the nature of science teaching through structured inquiry, the systems in a district that are necessary to support this mode of instruction, and why this approach to science teaching is so valuable.
 
Dr. Ramon Lopez, has conducted research in cognitive science; has worked in curriculum development at the elementary, middle school, and high school levels; and has experience working with approximately 100 school systems over the past 17 years to implement and sustain standards-based, inquiry-based science programs (adapted from the NSTA conference booklet).
 
In Dr. Lopez's session, he explored how to build administrative support for the implementation of inquiry-based science education. Dr. Lopez used the learning cycle to move participants through a series of concepts. He started with a simple reflection and then quickly moved to accessing prior knowledge in regards to what teachers want their students to experience in an inquiry-based science classroom. He shared his vast knowledge of his and others' research. His article, Two Revolutions in K-8 Science Education, explains and supports the need for children to do science. It also explains how people/children learn and the implications of this knowledge. Dr. Lopez allowed time for personal and professional reflection. Participants also explored some inquiry-based activities that support the big concepts found in the kit, Floating and Sinking. Dr. Lopez wrapped up the session by listening to the many concerns facing science education, as well as by answering questions.

 

Southwest Alliance's ASK-IT project

In the last eNews issue, the ASK-IT project's summary was published. In this issue, Julie Vavricka (LASER state-wide professional development manager) discovers one of the strengths of this project.
 
The ASK-IT project has been in existence for the past several years. Many teachers in the Vancouver area have been involved in the development of the assessment tools currently being piloted by FOSS (Full Option Science System). One such tool is known as an I-check. An I-check is a powerful assessment tool that allows the teacher to take a quick measure of the student's current thinking. I-checks are so named because students play an active role in checking their own understanding.
 
At a meeting in November, several teachers, the project director, Gloria Ferguson, and Julie Vavricka, state-wide professional development manager, discussed the benefits of the I-checks being used. One I-check was used by the students after the conclusion of several lessons around one science concept. It checked for understanding before the unit's conclusion.

 

Teachers shared that they generally spend 150-180 minutes per week on science.
They are using science notebooks and are noticing student discussions are more valuable because students are able to site their evidence. They also felt students were spending less time "copying" material and more time writing with purpose.
 
The discussion around the I-checks was very lively. Overall, they felt the I-checks provided the information needed when assessing what the student had gained from using the instructional materials and lessons. One benefit of the I-checks was that students knew they would be reviewing the I-check and that any new learning could be added later at a discussion time.
 
The teachers felt the I-check showed student growth and concept understanding.
Students are often expected to share their ideas with the class. This rich discussion about ideas and concepts allows students to clarify or validate their own thinking.

Two strengths identified by the teachers while using the I-checks were:

Support for Science Increases