Who: Any and all administrators (district or building) or explicitly defined science leaders (e.g., department head, coach, grade-level lead) are invited to attend
When: June 13, 2024 from 8:00 - 3:30 PM and June 14, 2023 from 8:00 - 12:30
Where: Allegheny Intermediate Unit, 475 E. Waterfront Drive, Homestead, PA 15120
Price: $350
What: The Principals Learn and Network to Support 3-Dimensional Science Learning (PLANS) is a one-and-a-half day, interactive experience emphasizing Instructional leadership and active support for K-12 teachers at both the building and district level. This pathway is specifically created for instructional leaders interested in knowing more about and figuring out constructive strategies for supporting teachers and students as they make shifts in their teaching and learning towards phenomenon-based, three-dimensional science.
PLANS participants are immersed in actively learning in ways that NGSS , PA STEELS standards, and education research calls for students to learn science in the classroom. Administrators experience firsthand what it feels, looks, and sounds like when K-12 students are figuring out why phenomena happen as well as representing their thinking through modeling and productive classroom talk. Administrators use some of the important tools for making thinking public that teachers and students use in NGSS-designed units. Then, administrators have opportunities to reflect together on what it means for students and teachers to work together as a community —- and how they can support this work themselves.
Throughout the PLANS experience, participants consider the ways in which their school can begin (or continue) to make these shifts. They see examples of students engaged in NGSS-designed learning in classrooms, as well as administrators supporting teachers as they begin to implement the changes called for by NGSS. They explore concrete tools they can use to support teachers (for example, in planning meetings, observations, and debriefs), and they begin to plan how they might use these tools themselves.
The shifts motivated by the National Research Council's Framework for K-12 Science Education (2012) and the NGSS (and embraced by PA in the STEELS standards ) are substantial. Yet we know that these shifts are possible for teachers to make. We also know that the shifts are productive for student learning, and they must be supported through pedagogy and classroom culture. Instructional leadership and active support at the building and district level is an important part of a successful outcome for teachers of science and for their students!
Tech: Please bring a laptop and/or tablet to access online resources.
