Collaborative Professional Development Focused on Promoting Effective Implementation of the Next Generation Science Standards

Abstract

The purpose of this study was to examine the design, implementation, and initial outcomes of a collaborative professional development program intended to prepare middle and high school educators to implement effectively the Next Generation Science Standards (NGSS) in classrooms with diverse learners. The professional development program discussed herein was designed by a university in partnership with a local school district and incorporated key principles of effective professional development associated with promoting substantial changes in teacher knowledge and practice recommended in the research literature (Darling-Hammond et al., 2009;Guskey, 2002;Reiser, 2013). Topics covered in the professional development included NGSS practices and crosscutting concepts, Universal Design for Learning, and disciplinary literacy. Results suggest that the impact of this professional development program was positive. Feedback from participants was favorable and will be shared as well.

Teacher Perceptions and Implementation of a Content-Area Literacy Professional Development Program

“…While teachers in the current study were frustrated by a strict compliance model through the implementation process, teacher participants in a study conducted by Richman and colleagues (2019) responded overwhelmingly that they appreciated the opportunity to work with educators from surrounding schools and collaborate with others to learn new strategies and create new learning experiences. These teachers also received additional training over time and were given support to integrate literacy standards into their lessons (Richman et al, 2019). The current study and others have demonstrated that teachers value professional development and make efforts to implement new strategies into their instruction; however, it is imperative that the training meet teacher's needs and consider adult learning styles (Martin et al, 2018).…”

“…Additionally, Greenleaf and colleagues (2018) found that without additional interventions, teachers have difficulty integrating literacy into content instruction. Another study has shown that teachers feel their work is enhanced when they are permitted to collaborate with other educators to learn new strategies and create lesson plans (Richman et al, 2019). Allowing teachers time to collaborate as a part of literacy professional development may address the finding of the current study that teachers lacked confidence in their ability to implement literacy strategies in their content-area classrooms and felt disengaged during the professional development sessions.…”

“…The results provide recommendations for administrators and professional development facilitators of middle-level schools to consider, prior to implementing new school initiatives. Arrangements for collaboration coupled with teacher support should be part of the initiation of new strategies (Richman et al, 2019). Additionally, Greenleaf and colleagues (2018) found that without additional interventions, teachers have difficulty integrating literacy into content instruction.…”

The Reality of Professional Development Programs for Middle School Science Teachers in Saudi Arabia in light of the Next Generation Science Standards (NGSS)

“…With the implementation of science standards (NGSS) for the next generation, many prior studies agreed on the significance of providing science teachers with the knowledge and skills necessary to activate the standards in the classroom and their effectiveness. Laxton (2016); Abdel-Karim (2017); Al Rawashdeh (2018); Al Abous et al (2019); Afifi (2019); Akella (2016); Richman et al (2019); Al-Ahmed and Al-Muqbil (2016) and Morales (2016) claimed that science teachers require training and support to comprehend science and geometry standards and their implementation in the semester. Al-Juhni (2020) advocates studying in-service science teachers' requirements and providing NGSS-aligned professional development.…”

Relationship Between Behavior of Learning and Student Achievement in Physics Subject

“…It means teachers must accept the diversity of students in their class. In addition, it is important for students to use their learning style abilities during the learning process, whereas the teacher should use many methods of teaching (Richman, Haines, & Fello, 2011) and communicating collaboratively during the learning process (Agyekum, 2019). Teachers must be creative to provide teaching materials and learning media (Buabeng, Aquinas Ossei-Anto, & Ampiah, 2014).…”