VSI Science Academy: Partnerships to Improve Science K-8*
Need support for science inquiry?
Want some help implementing your science curriculum?
The Science Academy is targeted for teachers in grades K-8 who are ready to explore the practice of science inquiry and deepen their science content understanding, and for districts ready for sustained support in improving science K-8. Come be a learner of science yourself, build a unit, and get support throughout the school year as you implement your new ideas. The program features a summer institute integrating content, inquiry, formative assessment, and relevant technology for 5 days with 3 follow-up days during the school year; targeted science content through participation in NSTA’s self-directed online module; site specific PLC work for sustained support; and additional optional workshops for science teacher leaders.
Audience: Teams of teachers of science from a district or school in grades K-8
Content: The Institute will focus on Life Science concepts and will be aligned with the concepts and skills outlined in the Vermont Grade Expectations for Science and the 2011 Framework for Science Education K-12.
Format: Content/Pedagogy Institute integrating content, inquiry, formative assessment, and relevant technology. A science professor and pedagogy specialist will design and deliver the content together.
- 5 days in the summer July 23 – 27, 2012, Lyndon State College, 8:30-4:00
- 3 follow-up days during the school year
- Targeted Science Content through participation in NSTA’s SciPacks, self-directed online modules (10-16 hours). These learning experiences focus on a set of key content ideas and allow teachers to target and choose the content they need. For more information, please go to: NSTA Learning Center **
- Option of site-specific PLC work. ***
- Option of Science Leadership Support Sessions for school/district teacher leaders
Cost: $675 with 3 credits
Stipend: $700 plus meals and lodging (optional).
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Science Academy Application Guidelines/Criteria
*pending funding
*Summer Institute and 3 follow-up dates: Using a focus on life science content, Science Academy teachers, as adult learners, will come to understand fundamental science concepts and enduring knowledge about the natural world and how these understandings are acquired through the practice of science. The content will center around conceptual ‘big ideas’ identified in part by the research on misconceptions, and there will be a priority on integrating math in meaningful ways. Teachers will engage in a series of problem-solving
challenges related to life science. These exercises allow for differentiation and scaffolding and will set the stage for content knowledge acquisition, use of technology, data collection, and data analysis, all of which will be components of the solutions they generate.
**Additional content support will be addressed in 2 ways: 1) Via NSTA’s Learning Center, teachers will gain additional science content and learn of related pedagogical implications for student learning by participating in self-directed online learning experiences (Sci Paks) on a scientific concept of their choice. Unlimited expert content help via email and a final assessment both facilitate and document teacher learning. Each SciPack focuses on a set of key content ideas—such as Cell Structure and Function, Energy in Ecosystems, Force and Motion or Plate Tectonics. 2) Through direct communication and on-line instruction with the institute’s science professor, teachers engage in additional content and can ask questions, get clarification, and continue to improve their conceptual understanding as they implement and discuss what they’ve learned.
***Professional Learning Communities (PLCs) and continued support for science teacher leaders. VSI staff will work with current VSI and district science teacher leaders to establish and co-facilitate on-site Professional Learning Communities (PLCs) in the team’s school or district. These PLCs will meet three times during the school year to provide sustained support to the teams beyond the institute and follow-up meetings as the new
learning is implemented in classrooms. Research shows that meeting with teachers and providing a regular space, time, and a protocol for reflection on practice will grow expertise to improve student performance (ETS 2001). Teacher leaders assisting the PLCs will have an additional opportunity to continue to develop their skills and knowledge at no cost in a series of three science leadership support sessions to be held at central region Education Service Agency, LAPDA.