Assertion 1: Science coordinators developed or were in the process of developing a strategic plan for science. “One of the things that we did, we really looked at our plan for science. We didn't have a solid plan in place, but – for any of the content areas – but, when I brought that information back one of my goals was to make sure that we had a science plan, a plan for science, a five-year plan. And currently we are in the middle of working on all of the different content at the same time.” -Beth Assertion 2: Science coordinators believed inquiry is an appropriate method for science instruction. “I really liked learning about the definitions of inquiry vs. hands-on science vs. problem-based learning.… I also liked learning about the different stages of inquiry; it can help teachers understand how to scaffold their teaching for their students. Too often, teachers try an inquiry lesson that is too advanced for their students, and when it doesn't work, they never try it again. Understanding about the levels of inquiry gives teachers a road-map to follow with their students.” -Helen Assertion 3: Science coordinators valued the opportunity to network and develop relationships with other science coordinators. “Networking with others in similar roles: leadership roles tend to be isolated in nature, and this opportunity gave me ways to learn from others.” -Bob Assertion 4: Science coordinators worked with teachers in multiple settings to support teachers’ instruction. Newsletters, s, Moodle sites Department meetings Vertical team meetings Professional development Assertion 5: Science coordinators implemented district-planned PD, consistent with VISTA NSCA goals. All incorporated inquiry All incorporated either PBL or NOS Some incorporated all three Assertion 6: Science coordinators perceived a lack of power in their districts which hinders their ability to improve science instruction. “I typically don’t get elementary [teachers] on professional development days and I usually will wind up doing little workshops at the school. And that was again another reason why I focused my attention on K-5 for this conference I just did.” –Ann Assertion 7: As a result of state-mandated tests, the time spent teaching science at the elementary level has been reduced. “We don't have a tremendous amount of ongoing science instruction associated with SOLs, but we have quite a bit of resource materials. So I think that's an area that would benefit from some more focus, but I also think that it's the stepchild to the reading and the math.” -Hannah (Principal) Supporting the Supporters: A Case Study of Professional Development for Science Coordinators Brooke A. Whitworth, Jennifer L. Maeng & Amanda L. Gonczi Curry School of Education, University of Virginia Randy L. Bell College of Education, Oregon State University Research QuestionsFindings Conclusions Background Abstract We investigated changes in district science coordinators beliefs about science teaching and supporting teachers’ science instruction following participation in a state-wide professional development (PD) experience designed specifically for science coordinators. Participants included 3 male and 10 female science coordinators from 12 different school districts in Virginia. Data included pre, post and delayed-post survey responses, follow-up interviews and observations. Data were analyzed using analytic induction. Analysis indicated that as a result of attending the PD, all participants valued developing and implementing a strategic plan for science, perceived inquiry as an effective pedagogical approach, and appreciated developing relationships with their peers. Additionally, participants supported teachers’ science instruction by providing PD opportunities that emphasized problem-based learning, inquiry, and/or nature of science instruction. However, participants perceived having little authority within their districts to change science instruction, which hindered their ability to implement what they had learned. These results suggest the ability of science coordinators to affect change within a district may be limited; therefore, PD efforts should be broadened to include other district stakeholders. PD is key method for improving science teachers’ beliefs & practices (Hewson, 2007) School districts are primary provider of PD & play a role in improving teaching and learning (e.g. Birman et al., 2007; Pianta, 2011; Spillane, 2002) District effectiveness is largely dependent on district administrators (Firestone, Mangin, Martinez & Plovsky, 2005) Teachers perceive district administrators as having high impact on improvement of instruction (Tracy, 1993) District administrator leadership facilitates student achievement (Copland & Knapp, 2006; Honig, 2006) Theoretical Framework: Situated learning theory Learning within authentic context facilitates knowledge/ skill application Coordinators can use same activities with their teachers (Lave & Wenger, 1991) Methods Participants 10 female, 3 male 1 Asian, 2 African American, 10 Caucasian 12 school districts in Virginia 6 held M.Ed., 3 held Ph.D. and 4 in process of obtaining Ph.D. or Ed.D. Data Sources Delayed-post NSCA Survey and Interviews Principal and Teacher Follow-up Interviews Observations Analysis Analytic induction (Erickson, 1986) New Science Coordinator Academy (NSCA) District Science Coordinators 1.Science coordinators changed practices by developing or implementing a strategic plan 2.NSCA provided an opportunity for coordinators to develop relationships with peers 3.Science coordinators emphasized PBL, inquiry and/or NOS in PD consistent with VISTA goals 4.Science coordinators encountered barriers in supporting teachers Future Research In-depth case study of science coordinator role in multiple districts Examine the PD offered by science coordinators and determine how it is aligned with NSCA’s goals Investigate how these findings align with the data from the second cohort District administrators who usually: support science teachers in the classroom, are responsible for overseeing science curriculum, and provide professional development for science teachers. Science coordinators in first 5 years of position 5 days of professional development Topics included: leadership, effective science teaching and learning, using data to improve programs, and development of strategic plan Coordinators engaged in activities, presentations and discussions New Science Coordinator Academy How have VISTA science coordinators’ beliefs and practices changed following the NSCA? How do VISTA science coordinators provide support for teachers in their district? This work was funded through a U.S. Department of Education Investing in Innovation (I3) grant.