Group | Possible Action 1 | Possible Action 2 |
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1 Leon Walls (reporter) Monica Aguirre Bruce Wellman Andy Anderson Eileen Parsons Eric Berson Elizabeth Foster Darleen Opfer Shelley Rouser Judy Wurtzel Kim Bjorgo-Thorne Sean Smith Janice Anderson Sivan Arunachalam Gary Sircus Aida Awad Valerie Mills |
An independent review organization such as EdReports, using expert and well-trained educators from states, should review publisher and OER materials and share results. Review would need to go beyond content and look at: —other elements of alignment (e.g., crosscutting practices) —evidence of student learning and teacher practice change as it emerges Review should consider strategies for reviewing sub-full course materials (units, modules). |
States should come together and collaborate with publishers to develop comprehensive OER NGSS-aligned educative curriculum and associated systems for professional learning (e.g., PD, coaching tools, “look fors”). It should be based on high-quality criteria for curriculum (e.g., EQuIP and PEEC) as well as for PD, and include structured educator input, and piloting and evidence gathering to inform a continuous improvement model. |
2 Brian Reiser (reporter) Justine Boeker Marjorie Nussbam Phillip Bell Jerome Shaw Lauren Chapalee Jacob Foster Pam Pelletier Beth Ruedi Bert Bower David Campbell Blair Blackwell Pam Goodner Cassie Soeffing Haidee Williams Mirel Herrera |
To build smarter supply: Developers should provide explicit informational guidelines about which instructional model (e.g., PBL, 5Es, place-based, etc.) their materials are using; and evidence about how their materials fare under Next Gen tools. A coalition of stakeholders (e.g., Achieve, AAAS, other nonprofits) should assign levels of certification (similar to LEED certification) for NGSS alignment after having evaluated these materials independently using PEEC, AIM, EQuIP etc. and help build awareness among consumers about the importance of this issue. |
To build smarter supply: Curriculum authors should design materials that support teachers to engage in principled adaptation of quality materials to meet the needs of all students. Strong educational research supports principled adaptation of high-quality materials for local context as best practice. To do this well, curriculum authors need to ensure design capacity within their team to support differentiation of their instructional materials in ways that support the learning of nondominant students (i.e., from underresourced communities, underrepresented in STEM, youths of color, ELs, etc.). This could include supports and educative resources for culturally relevant instruction (e.g., cultural formative assessment), language supports, support for identifying local phenomena and community connections, teacher supports for deep listening to student’s ideas and sense-making, etc. |
Group | Possible Action 1 | Possible Action 2 |
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3 Cindy Passmore (reporter) Rabiah Harris Adam Blankenbicker Manbir Sodhi Kathleen Comfort Prem Ghalley James Ryan Sandy Boyd Kirsten Fearnley Tara Chudoba Christine Herald Peg Steffan Tara McGill Daniel Alcazar-Roman Michael Fundator |
To build smarter supply: Districts need to demand a clear vetting system (EdReports type using EQuIP) that results in stamps of approval at Program & Unit level (but we don’t know who does it, how it is funded, if publishers can do it themselves and submit). Need to educate the marketplace to know to demand it. Need to interact with suggestions on how to string together. |
We need better guidance about scope and sequence both within and across years. |
4 Tiffany Neill (reporter) Wanda Hathaway Kathryn Chval Zhenqi Sun Patti Curtis Mekuria Girma Jim Short Robert Hilborn Joseph Hardcastle Jill Cowart Carolyn Landel Jeanne Sullivan Lauren Morse Channa Comer Nick Baker Doug Hodum |
To build smarter supply: Research practice partnerships should prototype and iterate open education resources (OERs) aligned to NGSS curriculum. |
To build smarter implementation: Developers should produce materials that have seamless integration of professional learning and assessment within instructional materials. |
Group | Possible Action 1 | Possible Action 2 |
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5 Susan Gomez-Zwiep (reporter) Delene Hoffner Evelina Felicite-Maurice Bruce Moravchik Rev. Keith Davis Joseph Levine Margaret Strohecker Kenneth Huff Theresa Schwerin Cari Herrmann Abell Kathy Mickey Rebecca Vieyra Michael Novak Jack Hehn Cory Epler Jess Rowell |
To build smarter demand and implementation: A collaborative foundation will provide funding for a national network of regional centers that provide research-based professional development and bring together, promote, and sustain interdisciplinary, multigrade, and three-dimensional instruction aligned with the Framework and the NGSS. |
To build smarter implementation: Curriculum developers should develop materials that allow space for teacher expertise including flexible material, dedicated space for online learning communities and vetted online resources. |
6 Daniel Edelson (reporter) Jennifer Horton Maya Garcia George DeBoer Amy Gensemer Julio Lopez-Ferrao Eddie Tabata Pat Johnson Rachel Leifer Susan Codere Taunya Nesin Vanessa Wolbrink Lesa Rohrer Kayla Heimann Michelle Kutch Julie Olson |
To build smarter demand via smarter decision makers: NSTA and/or similar organizations should offer professional learning programs for members of review committees. States/districts should take responsibility for providing it for them. |
To support smarter implementation: Districts should engage in continuous improvement processes, including co-design/adaptation, outcome monitoring, PLCs, research. Materials developers should provide support with materials for these continuous improvement processes. |
Group | Possible Action 1 | Possible Action 2 |
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7 Betsy Davis (reporter) Elizabeth Huezo Rubio Okhee Lee William Penuel Kathy DiRanna Dan Mullaney Jodi Peterson Terri Taylor Jeff Livingston Jason Morris Frank Niepold Matt Ellinger Sam Shaw Sharon Sikora Aimee Park Marc Siciliano |
To build better supply and implementation: Teachers in the classroom who themselves represent the diversity of students in the country need to be involved in curricular design (writ large) and need to be engaged in working to build capacity in the system (e.g., to demand and receive high-quality materials and to adapt the materials with integrity to the vision of the Framework) as a whole inside and outside the existing “educational community.” |
To build better demand: Science-related affiliate groups should create an online rating system that is based on an evidence-based criteria system that could include sample student work, teacher perceptions of utility and feasibility, examples of transcripts of classroom discussions, etc. |
8 Diane Briars (reporter) Cristina Wage Anne Moore William McCallum Jay Diskey Jennifer Munger Kiran Purohit Cheryl Thompson Jean Moon Ann Rivet Susan Poland Teresa Eliopoulos Niki Snyder Erma Anderson Amy Reese Kathleen Traphagen Mary Elaine Vaughan |
To build smarter demand: NSTA or BOSE or Achieve (or a committee) should create and broadly disseminate to decision makers a set of policy guidelines around effective selection of science instructional materials. Policy document to provide guidance at multiple levels: district, state, school, Crosswalk of AIM-NGSS, EQuIP, PEEC, and others Appendix with case studies around selection needs to be in the hand of decision makers, not just science people! |
To build smarter supply: Materials developers should align materials not only to PEs or dimensions, but also to a location in learning progressions. This is based on an acknowledgment that teachers will gather their own curriculum from disparate sources. Prepare teachers to select high-quality materials and fit materials into learning progressions over time. |
Group | Possible Action 1 | Possible Action 2 |
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9 Matt Krehbiel (reporter) Kara Piccirilli Margo Murphy Katherine McNeill Michael Feder Barbara Nagle Jo Ellen Roseman Lauren Weisskirk Nathan Olsson Jeff Remington Bridina Lemmer Douglas Watkins Lizette Burks Dionn Brown Gilbert Brown |
Contingent on increasing smarter demand: Funders should support the development of partnerships with researchers and districts to develop and share curriculum, leading to an increase in smarter supply. |
Contingent on increasing smarter demand: State/district leaders should build from partnerships to provide professional learning to diverse groups of stakeholders (e.g., instructional leaders, teachers, superintendents, parents), leading to an increase in smarter implementation. |
10 Carol O’Donnell (reporter) Julie Neidhardt Alberto Rodriguez Michael Ford Xochitl Garcia Sue Laura White Kenne Dibner Michael Schwarz Ryan Stowe Lisette Gallegos Ariel Simons Carla McAuliffe Rodger Bybee Sandra Ospina Renee Stockdale-Homick |
To build and maintain smarter supply: Curriculum developers should ensure that educative materials are research based, field tested, and driven by student outcomes. |
To build smarter demand and implementation: PD providers should support teachers in productively adapting curriculum to maintain coherence as envisioned by the Framework. |