ESTELE: Developing The Next Generation Of NGSS Elementary Science Teacher Leaders

Northwestern University, Evanston IL

Investigators

Abstract

Enter the text here that is the new abstract information for your application. Project Summary/Abstract Science, technology, engineering, and math (STEM) leaders across the country have called for more effective ways to train K-12 teachers in pedagogy aligned to the Next Generation Science Standards (NGSS). While NGSS holds promise as an engaging way for students to build authentic science skills and conceptual knowledge, implementation is limited by the degree to which teachers can be trained in new, significant pedagogical shifts. This is especially true for K-5 teachers who have low confidence teaching science and, accordingly, devote little time to science instruction. This threatens NGSS learning and coherence in higher grade levels. We must develop effective, efficient NGSS training models if we are to realize our long-term goal of a well-trained STEM and healthcare workforce. Prior NIH-funded research from our group developed a highly effective model of introductory-level NGSS training for elementary teachers. The current proposal, ESTELE - Elementary Science TEacher LEaders, builds on this work by accelerating the pace at which elementary teachers can be trained through a new science teacher leader (STL) program. ESTELE fully integrates STL training with introductory-level training via an authentic “practicum” training experience in which STLs support novice teachers as they learn and implement NGSS instructional practices by teaching elementary youth in a summer STEM camp. In this way, teacher leaders gain important leadership and coaching skills, while novice teachers learn NGSS pedagogy. STLs then apply their skills during the academic year in their schools, working in support of their peer teachers to strengthen NGSS instruction. The project’s evaluation plan will assess the degree to which this dual-training model is effective in training teachers of different entering skill levels, the effectiveness of STLs providing NGSS training for novice teachers at their schools, and the degree to which these activities enhance schools’ adoption of NGSS instructional practice. In total ESTELE will train a total of 96 elementary teachers in Chicago Public Schools: 32 science teacher leaders and 64 teachers new to NGSS instruction. It will also support high-quality summer learning for 240 youth at Boys & Girls Clubs of Chicago and high-quality academic year NGSS instruction for up to 7,050 youth in CPS classrooms.