Starting Points Matter: Unpacking Differences in Elementary Science Teachers Change in Professional Development.

• In Event: Transforming Early Science Teaching Through Professional Learning

Abstract

Teacher professional development (PD) involves structured learning that improves
teaching practices and student outcomes (Darling-Hammond et al., 2017). This mixed-methods
The study examined teacher change (Guskey, 2002, 1986) over a four-year NGSS-based professional
development program in elementary science classrooms in a western U.S. state. This study
assessed teacher change by comparing teachers’ understanding and application of NGSS-aligned
instruction skills at the start and end of the program. Results showed that teachers’ initial skill
levels significantly influenced outcomes, with lower-skilled teachers experiencing the highest
degree of teacher change.

Authors

• Singith Nuwanga Perera, Virginia Commonwealth University

• Christine Lee Bae, Virginia Commonwealth University

• Linda K. Preminger, NextGen Science Innovations

• Kathryn N. Hayes, California State University - East Bay

• Rachel Niemira, Virginia Commonwealth University