The NGSS reconceptualize science instruction by redefining the teacher as someone who helps students construct their own knowledge by thinking like scientists and engaging in discrete science practices. This is an essential guide for any K–8 instructional leader who wants to empower all teachers to provide all students with rich science experiences and develop the cognitive and noncognitive skills students will need to thrive in more advanced courses, work, and society.
Key Features
- Vignettes and examples of the science practices in use.
- Advice on observing science classrooms and concrete look-fors.
- Guidance on fostering ongoing teacher learning.
- A rich compendium of research- and evidence-based resources.
- Sample lessons, FAQs, and tools to facilitate classroom observation and feedback sessions.
Additional Information
However, with STEM teachers in short supply and generalists often feeling underprepared to teach elementary and middle school science, what can instructional leaders do to ensure students get a strong start in this critical area and learn to love science?
Although a content-neutral approach to supervision—one that emphasizes general pedagogical features such as student engagement, cognitive load, or classroom management—is undoubtedly beneficial, the best instructional leaders know that content-specific approaches are necessary to achieve real excellence. We therefore need to go deeper if we want to engage both teachers and students with the science practices. We need science-specific supervision.
