School principals play a key role as instructional leaders in reform efforts, yet little is known about their knowledge of science. A key focus in recent reform efforts is the inclusion of science practices, which are potentially a significant challenge for schools. Consequently, we investigated K–8 principals’ views of good science instruction and their abilities to analyze classroom videos in relation to the science practices. Our research suggests that K–8 principals have limited understandings. Principals often described good science instruction as including the investigating practices, but rarely included the sensemaking or critiquing science practices. They also frequently discussed good science instruction as being hands‐on, but had different meanings of what counted as hands‐on. When evaluating videos, all of the principals focused on general pedagogy with few principals focused on the science practices and limited understandings of the quality of the science practices. If we want to support systemic change, we need to develop the capacity of principals to effectively supervise science that reflects recent reform efforts. However, principals need a vision that aligns with the science practices, but do not require (or have the time to obtain) the same level of expertise as their science teachers.

Conduct research on digital literacy under MacArthur Foundation Grant focused on media literacy and adolescent identity. Conduct semiotic analysis of youth-produced digital films and case study analysis focused on media arts organizations serving traditionally marginalized youth.

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Recent reforms in science education advocate for a vision of learning where students figure out science ideas through engagement in science practices. Consequently, there have been significant efforts to engage K‐12 students in the science practices. However, less research attention has been given to understand how this science‐as‐practice vision manifests across systems of science education. Therefore, we analyzed how coherence among system levels (vertical coherence) and components (horizontal coherence) emerged in science instruction and influenced alignment to current science practice reform. We situated instruction in school systems by shadowing four school principals as they supervised science teaching over 4 months. In each school, we observed institutional settings where efforts to implement science reform were largely assimilated into the school's current instructional and administrative systems. These systems prioritized the coverage of state test‐related information, the promotion of literacy skills, and the importance of “hands‐on” science learning. Therefore, we need to create conditions that support educators in translating reform efforts into a reliable working infrastructure in their teaching practice. Further, we suggest greater attention be given to local protocols to collectivize action across system levels and components to develop coherent and user‐centered solutions for implementation of science reform.