1. Science Leadership Network-Fall 2013 NOVEMBER 8, 2013 Presented by Craig Gabler and Vicki Horton

2. Welcome! Add TodaysMeet URL here

3. Who is in the room? Yelm Centralia Olympia Napavine White Pass Adna Shelton Tenino Onalaska Elma

4. Learning Intentions 1.Understand a framework for science education leadership 2.Understand the architecture of an NGSS standard. 3.Recognize the elements of engineering as described in the NGSS. 4.Strengthen network with colleagues from other districts.

5. Success Criteria I can… 1.understand and share with others a framework for science education leadership. 2.describe and share with others the components of a standard in the Next Generation Science Standards (NGSS). 3.understand engineering in the NGSS and Washington 2009 standards. 4.connect with colleagues in the region.

6. Framing the Day

7. Notebook Set-Up 1.Title Page 2.Skip three (3)n pages. This where you will create a pocket. 3.Allot three (3) pages for Table of Contents 4.Number pages. Count seven pages in for first numbered page. Number placement: bottom right, one side only.

8. Thinking Outside The Box

9. What information about leadership can we learn from Migrating Animals?

11. Leadership Principles Equity Leadership Teaching and Learning Leadership Curriculum Leadership Assessment Leadership

12. Leadership Principle Indicator 1Indicator 2Indicator 3 Equity Leadership Every teacher addresses gaps in science achievement expectations for all student populations. Every teacher provides each student access to relevant and meaningful science learning experiences. Every teacher works interdependently in a collaborative learning community to erase inequalities in student learning.

13. Stages of Leadership Leadership of Self Self-Leadership of self-knowledge, awareness, development, and modeling of the 12 leadership indicators; the leader is respected for his or her own teaching and learning skills. This is the "know and model" stage of leadership growth and development. Leadership of others Leadership of all students and teachers within the mathematics program; leadership and development of other teachers, teams of teachers, and administrators toward full knowledge and development of each of the 12 leadership indicators; the leader is respected for his or her interpersonal skills and commitment for leading change among teams of teachers and colleagues. This is the "collaborate and implement" stage of leadership development. Leadership beyond the local workplace Leadership of district, state, province, or beyond reform efforts through sustained deepened systemic implementation of each of the 12leadership indicators. The leader is respected for his or her influence and engagement with an expanded community of educational stakeholders. This is the "advocate and systematize" stage of leadership and development.

14. MIGRATING Animals as group types?

17. Implementing Initiatives At your table group, list some of the initiatives that your school, building, and/or district is trying to implement.

18. Concerns Based Adoption Model

19. Stage of Concern Expression of Concern 6. Refocusing I have some ideas about something that would work even better to help teachers and students learn and demonstrating their understanding of the Next Generation Science Standards. 5. Collaboration How can I relate what I am doing to what others are doing related to the teaching and learning of the Next Generation Science Standards? 4. Consequence How is my teaching and use of the Next Generation Science Standards affecting learners? How can I refine my teaching to have more impact helping students to demonstrate their understanding of the Next Generation Science Standards? 3. Management I seem to be spending all my time referring back to the Next Generation Science Standards while trying to teach to them. I am trying to implement them, but am worried that it is not going well. 2. Personal How will adopting the Next Generation Science Standards affect me and my teaching? What will it look like? What do I need to know? 1. Informational I would like to know more about the Next Generation Science Standards, but am not ready to implement them fully. 0. Awareness I am not concerned about the Next Generation Science Standards. I have heard of them, but I am not worried about implementing them or learning them. What I am currently teaching is just fine.

20. NGSS CBAM Refocusing Collaboration Consequence Management Personal Informational Awareness I claim I am at this level My evidence is… My reasoning is…

21. NGSS CBAM Refocusing Collaboration Consequence Management Personal Informational Awareness I claim my district is at this level My evidence is… My reasoning is…

22. Inquiring Minds Want to Know… www.rightquestion.org Do you have questions about the Next Generation Science Standards?????

23. www.rightquestion.org For States by States

24. States Who Have Adopted  Rhode Island  Kentucky  Kansas  Maryland 24  Vermont  California  Delaware  Washington

25. Analyzing a Performance Expectation Addressing our own questions and concerns

26. Highlights, Comments, and Captions Three Parts to this Protocol Part 1: Record Data-make no judgments, inferences, or conclusions Part 2: Record “what it means”-this is your opportunity to make those inferences and conclusions Part 3: Reflect and Summarize your findings

27. Pick a Performance Expectation

28. What Standard Did You Choose? Grade Level DCITitle of Standard KPS3Energy

29. Text of a Performance Expectation

30. 3 Dimension-Foundation Boxes

32. Connection Boxes-To Other DCIs Just record the codes for now

33. DCIs Before and After

34. Connection to the Common Core

35. Highlights, Comments, and Captions Three Parts to this Protocol Part 1: Record Data-make no judgments, inferences, or conclusions Part 2: Record “what it means”-this is your opportunity to make those inferences and conclusions Part 3: Reflect and Summarize your findings

36. What It Means? I notice that students will have to make observation and comparisons. I will have to teach these skills in multiple settings

37. Highlights, Comments, and Captions Three Parts to this Protocol Part 1: Record Data-make no judgments, inferences, or conclusions Part 2: Record “what it means”-this is your opportunity to make those inferences and conclusions Part 3: Reflect and Summarize your findings

38. Caption If this place mat was a picture in a book, what caption would you give it? Write a one to three sentence caption describing what you have created.

39. Three Dimensions!

41. Moving Along the Stages of Concern

42. www.nextgenscience.org

43. Remember your two lenses… 43 Adult Learner Instructional Leader

44. TARGETING ENGINEERING IN THE NGSS, WITH A DESIGN CHALLENGE

45. Thinking about Engineering

46. Where is Engineering in NGSS? Practices 1.Asking questions (science) and defining problems (engineering) 2.Developing and using models 3.Planning and carrying out investigations 4.Analyzing and interpreting data 5.Using mathematics and computational thinking 6.Developing explanations (science) and designing solutions (engineering) 7.Engaging in argument 8.Obtaining, evaluating, and communicating information Core Idea ETS1: Engineering Design ETS1.A: Defining and Delimiting an Engineering Problem ETS1.B: Developing Possible Solutions ETS1.C: Optimizing the Design Solution Integrating Science & Engineering… Page 3

47. Engineering Design Process

48. Engineering Design (NGSS) Middle School ETS1.A ETS1.C Defining and Delimiting Engineering Problems Developing Possible Solutions Optimizing the Design Solution ETS1.B The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. A solution needs to be tested, and then modified on the basis of the test results, in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. Models of all kinds are important for testing solutions. Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process – that is, some of those characteristics may be incorporated into the new design The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution.

49. Engineering Design (NGSS) High School ETS1.AETS1.C Defining and Delimiting Engineering Problems Developing Possible Solutions Optimizing the Design Solution ETS1.B Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. Humanity faces major global challenges today, which can be addressed through engineering These global challenges also may have manifestations in local communities. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. Both physical models and computers can be used in various ways to aid in the engineering design process. Computers are useful for a variety of purposes, such as running simulations to test different ways of solving a problem or to see which on is most efficient or economical; and in making a persuasive presentation to a client about how a given design will meet his or her needs. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over other (trade-offs) may be needed.

50. TIME TO GET LUNCH ! 50

51. Artistic Robots Have you worked with toys that light up, wind, move, make sounds when you push a button or flip a switch? What powers those toys?

52. Artistic Robots Work in teams of 4 engineers Use your creativity to design and build an artistic robot You have ONLY the materials in the bag:  Rubber bands  Craft sticks  Paper clips  Eraser  Cup  Motor  Battery  Markers  Drinking straws  Tape (from table)

53. Artistic Robots The TWO most important parts of your design to make your robot move: The motor and the battery First questions you must answer: –How do you make the energy flow from the battery to the motor? –How can you prove that flow of energy from the battery?

54. Artistic Robots Read together the design challenge. Talk, brainstorm and sketch first. Remain a team and listen to everyone. Remember there are many possible solutions. THEN YOU MAY: Come forward to receive our bag of materials. Use as many things in the bag as you wish. Test often and optimize.

56. Success Criteria I can… 1.understand and share with others a framework for science education leadership. 2.describe and share with others the components of a standard in the Next Generation Science Standards (NGSS). 3.understand engineering in the NGSS and Washington 2009 standards. 4.connect with colleagues in the region.

57. Survey http://tinyurl.com/ESD113SLNFALL2013 Thanks Next Session: February 5, 2014