NBPTS - SEEKING EXCELLENCE IN SCIENCE TEACHING

EXCELLENCE National Board for Professional Teaching Standards -- Draft Report (1993). National Board for Professional Teaching Standards -- Draft Report (1993). purpose is to describe what constitutes highly accomplished practice in science teaching purpose is to describe what constitutes highly accomplished practice in science teaching ground work for national teacher certification ground work for national teacher certification in three sections in the preface: in three sections in the preface: –what are the goals of science teaching? –who is science for? –how do students learn?

PHILOSOPHICAL CONTEXT Teachers are committed to their students and their learning. Teachers are committed to their students and their learning. Teachers know the subjects they teach and how to teach those subjects to their students. Teachers know the subjects they teach and how to teach those subjects to their students. Teachers are responsible for managing and monitoring student learning. Teachers are responsible for managing and monitoring student learning. Teachers think systematically about their practice and learn from experience. Teachers think systematically about their practice and learn from experience. Teachers are members of learning communities. Teachers are members of learning communities.

SUMMARY OF STANDARDS preparing the way for productive student learning preparing the way for productive student learning establishing a favorable context for student learning establishing a favorable context for student learning advancing student learning advancing student learning supporting teaching and student learning supporting teaching and student learning

Preparing the Way for Productive Student Learning understanding students understanding students –actively come to know students as individuals –determine students’ understandings of science –learn about individual learning backgrounds knowledge of science knowledge of science –broad and current knowledge of science and pedagogy –draw appropriate learning goals for students instructional resources instructional resources –select and adapt instructional resources –include laboratory and community resources –create own resources to support active student learning

Establishing a Favorable Context for Student Learning engagement engagement –stimulate interest in science and technology –elicit sustained student participation in learning activities learning environment learning environment –create safe and supportive learning environments –foster high expectations for success in all students –foster values inherent in the practice of science equitable participation equitable participation –ensure that all students participate in the study of science –take into account needs and differences on the basis of gender, culture, language, disability, etc.

Advancing Student Learning science inquiry science inquiry –involve students in inquiry practices –challenge and help students to construct an understanding of nature and technology fundamental understandings fundamental understandings –use a variety of instructional strategies –expand students’ understandings of the major ideas of science contexts of science contexts of science –create opportunities to examine the human context of science –assist students in making connections across the disciplines of science and other subject areas

Supporting Teaching and Student Learning assessment assessment –assess student learning through a variety of means –assessment should be in line with stated learning goals family and community outreach family and community outreach –proactively work with parents and community –serve the best interest of the student collegiality collegiality –contribute to the quality of teaching practice –practice of colleagues, school, larger community reflective practice reflective practice –regularly analyze, evaluate, and strengthen practice –goal is to improve the quality of students’ learning experiences

Standard I: Understanding Students Highly accomplished science teachers actively come to know their students as individuals, and determine students’ understandings of science as well as their individual learning backgrounds. Highly accomplished science teachers actively come to know their students as individuals, and determine students’ understandings of science as well as their individual learning backgrounds.

Standard II: Knowledge of Science Highly accomplished science teachers have a broad and current knowledge of science and science education on which they draw to plan appropriate Highly accomplished science teachers have a broad and current knowledge of science and science education on which they draw to plan appropriate

Standard III: Instructional Resources Highly accomplished science teachers select and adapt instructiony resources, and create their own to support active student explorations of science. Highly accomplished science teachers select and adapt instructiony resources, and create their own to support active student explorations of science.

Standard IV: Engagement Highly accomplished science teachers stimulate interest in science and technology and elicit their students’ sustained participation in learning activities. Highly accomplished science teachers stimulate interest in science and technology and elicit their students’ sustained participation in learning activities.

Standard V: Learning Environment Highly accomplished science teachers create safe and supportive learning environmentssuccess of all students and in which students experience the values inherent in the practice of science. Highly accomplished science teachers create safe and supportive learning environmentssuccess of all students and in which students experience the values inherent in the practice of science.

Standard VI: Equitable Participation Highly accomplished science teachers take steps to ensure that all students, including those from groups which have historically not been encouraged to enter the world of science, participate in the study of science. Highly accomplished science teachers take steps to ensure that all students, including those from groups which have historically not been encouraged to enter the world of science, participate in the study of science.

Standard VII: Science Inquiry Highly accomplished science teachers involve students in inquiries that challenge and help them construct an understanding of nature and technology. Highly accomplished science teachers involve students in inquiries that challenge and help them construct an understanding of nature and technology.

Standard VIII: Fundamental Understandings Highly accomplished science teachers use a variety of instructional strategies to expand students’ understandings of the major ideas of science. Highly accomplished science teachers use a variety of instructional strategies to expand students’ understandings of the major ideas of science.

Standard IX: Contexts of Science Highly accomplished science teachers create opportunities for students to examine the human context of science, including its history, reciprocal relationships with technology, ties to mathematics and impacts on science so that students make connections across the disciplines of science and into other subject areas. Highly accomplished science teachers create opportunities for students to examine the human context of science, including its history, reciprocal relationships with technology, ties to mathematics and impacts on science so that students make connections across the disciplines of science and into other subject areas.

Standard X: Assessment Highly accomplished science teachers assess student learning through a variety of means that align with stated learning goals. Highly accomplished science teachers assess student learning through a variety of means that align with stated learning goals.

Standard XI: Family and Community Outreach Highly accomplished science teachers proactively work with familiesent. Highly accomplished science teachers proactively work with familiesent.

Standard XII: Collegiality Highly accomplished science teachers contribute to the quality of the practice of their colleagues, to the instructional program of the school, and to the work of the larger professional community. Highly accomplished science teachers contribute to the quality of the practice of their colleagues, to the instructional program of the school, and to the work of the larger professional community.

Standard XIII: Reflective Practice Highly accomplished science teachers constantly analyze, evaluate and strengthen their practice in order to improve the quality of their students’ learning experiences. Highly accomplished science teachers constantly analyze, evaluate and strengthen their practice in order to improve the quality of their students’ learning experiences.