A Leader's Guide to Science Curriculum Topic Study

A Leader's Guide to Science Curriculum Topic Study

By: Carolyn J. Landel (author), Susan E. Mundry (author), Page D. Keeley (author)Mixed Media

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The Curriculum Topic Study (CTS) process, funded by the National Science Foundation, helps teachers improve their practice by linking standards and research to core content, curriculum, instruction, and assessment. This valuable guide shows leaders how to facilitate this research-based, standards-linked approach to increase their science teachers' knowledge of effective teaching and learning and improve the quality of content-focused professional development. Keyed to the core book Science Curriculum Topic Study, this resource helps science professional development leaders and teacher educators understand the CTS approach and how to design, lead, and apply CTS in a variety of settings that support teachers as learners. The authors provide everything needed to facilitate the CTS process, including: a solid foundation in the CTS framework; multiple designs for half-day and full-day workshops, professional learning communities, and one-on-one instructional coaching; facilitation, group processing, and materials management strategies; ideas for embedding CTS in professional development programs; a CD-ROM with handouts, PowerPoint slides, and templates for developing your own CTS sessions; and, references to additional resources and materials. By bringing CTS into schools and other professional development settings, science leaders can enhance their teachers' knowledge of content, improve teaching practices, and have a positive impact on student learning.

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About Author

Susan Mundry is currently deputy director of Learning Innovations at WestEd and the associate director of WestEd's Mathematics, Science, and Technology Program. She directs several national or regional projects focused on improving educational practice and oversees the research and evaluation projects of Learning Innovations. She is codirector of a research study examining the distribution of highly qualified teachers in New York and Maine for the Northeast & Islands Regional Education Laboratory and is the project codirector for the evaluation of the Intel Mathematics Initiative, a professional development program for elementary and middle grades teachers aimed at increasing student outcomes in mathematics. She is also a Principal Investigator for two National Science Foundation projects that are developing products to promote the use of research-based practice in science and mathematics. Since 2000, Mundry has codirected the National Academy for Science and Mathematics Education Leadership, which provides educational leaders with training and technical assistance on professional development design, leading educational change, group facilitation, data analysis and use, and general educational leadership, as well as access to research-based information to improve teaching and learning. Building on this work, she provides technical assistance to several large urban schools districts engaged in enhancing leadership and improving math and science programs. As a senior research associate for the National Institute for Science Education (1997-2000), Mundry conducted research on attributes of effective professional development. She served on the national evaluation team for the study of the Eisenhower Professional Development program led by the American Institutes for Research, where she worked on the development of national survey instruments and the protocols for case studies. From 1982 to 1997, Mundry served in many roles from staff developer to associate director at The NETWORK, Inc., a research and development organization focused on organizational change and dissemination of promising education practice. There, she managed the work of the National Center for Improving Science Education and the Center for Effective Communication, provided technical assistance to schools on issues of equity and desegregation, oversaw national dissemination programs, and co-developed the "Change Game," (Making Change for School Improvement) a simulation game that enhances leaders' ability to lead change efforts in schools and districts. Mundry has written several books, chapters, and articles based on her work. She is coauthor of the best selling book, Designing Effective Professional Development for Teachers of Science and Mathematics (2nd edition), as well as Leading Every Day: 125 Actions for Effective Leadership, which was named a National Staff Development Council Book of the Year in 2003. Her latest book is The Data Coach's Guide to Improving Learning for All Students (2008). Consulting Description Page Keeley is an author, speaker, and consultant who works with school districts and STEM organizations throughout the U.S. and internationally in the areas of formative assessment and teaching for conceptual change. She recently retired from the Maine Mathematics and Science Alliance (MMSA) where she was the Senior Science Program Director for 16 years, directing projects and developing resources in the areas of leadership, professional development, linking standards and research on learning, formative assessment, and mentoring and coaching. She has been the Principal Investigator and Project Director of three National Science Foundation-funded projects, including the Northern New England Co-Mentoring Network; PRISMS: Phenomena and Representations for Instruction of Science in Middle School; and Curriculum Topic Study: A Systematic Approach to Utilizing National Standards and Cognitive Research. In addition to NSF funded projects, she has directed state Math-Science Partnership (MSP) projects, including TIES K-12: Teachers Integrating Engineering into Science K-12, and a National Semi-Conductor Foundation grant, Linking Science, Inquiry, and Language Literacy (L-SILL). Keeley also founded and directed the Maine Governor's Academy for Science and Mathematics Education Leadership, a replication of the National Academy for Science Education Leadership, of which she is a fellow. Keeley is the author of eighteen books and numerous journal articles and book chapters. She is also a co-author for McGraw-Hill's elementary and middle school science programs. Keeley taught high school science for 2 years and middle school mathematics and science for 12 years before leaving the classroom in 1996. At that time she was an active teacher leader at the state and national level. She served two terms as president of the Maine Science Teachers Association and was the District II National Science Teachers Association (NSTA) director. She received the Presidential Award for Excellence in Secondary Science Teaching in 1992, the Milken National Distinguished Educator Award in 1993, was named the AT&T Maine Governor's Fellow in 1994. As a nationally known professional developer and speaker, she received the National Staff Development Council's (now Learning Forward) Susan Loucks-Horsley Award for Leadership in Science and Mathematics Professional Development in 2009, and the National Science Education Leadership Association's Outstanding Leadership in Science Education Award in 2013. She has been a science education delegation leader for the People to People Citizen Ambassador Professional Programs, leading the South Africa trip in 2009, the China trip in 2010, the India trip in 2012, the Cuba trip in 2014, and the Peru trip in 2015. Prior to teaching, Keeley was a research assistant in immunogenetics at the Jackson Laboratory of Mammalian Genetics in Bar Harbor, Maine. She received her B.S. in Life Sciences from the University of New Hampshire and her Masters in Science Education from the University of Maine. In 2008, Keeley was elected the sixty-third president of the National Science Teachers Association (NSTA). She can be followed on Twitter @CTSKeeley and can be contacted through her website at www.uncoveringstudentideas.org or through Corwin for information about the professional development she and her colleagues provide. Carolyn Landel received her doctoral degree in biochemistry and molecular biology from the University of Chicago and pursued postdoctoral studies at University of Massachusetts Medical School and the Fred Hutchinson Cancer Research Center. While maintaining an active research program, Landel brought together her strong scientific training and her commitment to education by supporting state and national science education reform efforts. In 2002, Landel joined the Science, Mathematics, and Technology Education program at Western Washington University (WWU), home to the state's largest teacher preparation program. Here, she serves as project director of a National Science Foundation-funded Mathematics and Science Partnership that unites scientists from Western Washington University and four community colleges with 28 small and rural school districts to improve science education K-16. Landel directs the day-to-day work of all aspects of the project, including participation in science education research studies in collaboration with Westat, Horizon Research, the Education Development Center (EDC), and Georgia Tech University. Landel was a fellow in the National Academy for Science and Mathematics Education Leadership and principal investigator of a state-funded initiative to develop and pilot a science education leadership program at WWU for K-12 teachers. This successful pilot was scaled initially through the NSF-funded Mathematics and Science Partnership program, and is currently being sustained through continued funding from the state department of education. Landel led the early dissemination efforts of Curriculum Topic Study (CTS) in Washington State in both inservice and preservice contexts. Based on her experiences with CTS she joined a panel of national experts assembled to inform the development of print and Web-based publications to help teachers and professional developers utilize CTS to improve content-focused professional development and teacher practice. Landel's current collaborations include working with WestEd on the development of a simulation to help science education leaders understand the elements of effective professional development and how to design meaningful, content-rich experiences for science teachers. She is a lead consultant with the Education Development Center and Vulcan Production to produce an innovative print, Web, and video resource to help school-based leadership teams improve student achievement. She is also actively involved with Horizon Research and Project 2061 in the creation of instruments to assess teacher opportunities to learn and measure changes in teacher science content knowledge, teacher pedagogical content knowledge, classroom practice, as well as changes in student achievement. Landel has authored numerous publications in scientific journals and, more recently, in the education literature. Her most recent publications can be found in NSTA press and Education Leadership. Her current research interests include understanding how partnerships between higher education scientists and teachers can improve teacher, faculty, and student learning and what attributes of professional development lead to improved science content and pedagogical content knowledge required of teachers to increase student learning.


Preface Acknowledgments About the Authors 1. Introduction to A Leader's Guide Advice for Using This Leader's Guide Underlying Beliefs The Need for a Common Professional Knowledge Base CTS Makes the Knowledge Base Accessible Building Professional Community Observations and Voices From the Field Professional Development Designs Are Enhanced Through CTS CTS Use by Collaborative School Teams CTS Use in Preservice Education CTS Enhances Science Education Leadership The Language of CTS 2. Introduction to Curriculum Topic Study for Leaders What Is CTS? What CTS Is Not CTS and Science Literacy Key Points About Standards and Research on Learning Using CTS to Lead Professional Learning CTS Resources and Tools From Generic Tools to Content-Specific Tools 3. Considerations for Designing and Leading Curriculum Topic Study CTS and the Principles of Effective Professional Development CTS Learning Cycle Facilitation Tips and Strategies Acquiring and Managing Materials Developing Norms for Collaborative Work CTS Group Norms Options for Organizing and Discussing Readings CTS Recommended Reading and Summarizing Strategies Reporting Out Strategies Reflection on CTS Summarizing Findings Strategy for Addressing the Issue of Time and Difficulty Next Steps 4. Tools, Resources, and Designs for Leading Introductory Sessions on Curriculum Topic Study Make Your Own CTS Introductory Session Essential Facilitator Preparation Module A1: Introduction to CTS Using K-12 Snapshots, Facilitation Guide Module A2: Introduction to CTS Resource Scenarios?Models, Facilitation Guide Module A3: Full-Day Introduction to CTS Resource Scenarios and Snapshots, Facilitation Guide Options for Introducing the CTS Resource Books Developing Your Own Snapshots and Resource Scenarios Next Steps After CTS Introductions 5. Leading Full Topic Studies Introduction to Full Topic Studies Module B1: "Experimental Design" Facilitation Guide Module B2: "Evidence and Explanation" Facilitation Guide Module B3: "Earth, Moon, and Sun System" Facilitation Guide Module B4: "Conservation of Matter" Facilitation Guide Module B5: "Atoms and Molecules" Facilitation Guide Module B6: "Photosynthesis and Respiration" Facilitation Guide Module B7: "Life Cycles (K-4)" Facilitation Guide Additional Suggestions for Designing and Leading Full Topic Studies Developing Your Own Half-Day Topic Study Combining Topics Cautions and Next Steps 6. Using CTS in a Content, Curricular, Instructional, or Assessment Context Introduction to CTS Context Applications CTS and Science Content Knowledge CTS and Science Curriculum CTS and Science Instructions CTS and Science Assessment Module: Developing CTS Assessment Probes Performance Assessment Tasks CTS Performance Assessment Task Design and Teacher Learning A CTS Process for Developing Performance Tasks CTS Performance Task Development Tools Introducing the CTS Performance Assessment Task Application Developing Their Own Performance Task Other Examples of Context Applications of CTS 7. Embedding CTS Within Professional Development Strategies Why Use CTS Within Other Professional Development Strategies? CTS and Professional Learning Communities CTS Professional Development Strategy Application 1: Study Groups CTS Professional Development Strategy Application 2: Collaborative Inquiry Into Examining Student Thinking (CIEST) CTS Professional Development Strategy Application 3: CTS Video Demonstration Lesson (VDL) CTS Professional Development Strategy Application 4: CTS Integrated Lesson Study CTS Professional Development Strategy Application 5: CTS Action Research CTS Professional Development Strategy Application 6: CTS Seminars CTS Professional Development Strategy Application 7: CTS Mentoring and Coaching A Final Word References Index

Product Details

  • publication date: 22/12/2009
  • ISBN13: 9781412978170
  • Format: Mixed Media
  • Number Of Pages: 320
  • ID: 9781412978170
  • weight: 885
  • ISBN10: 1412978173

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