Shaping Identity, Practice and Leadership: NGSS Familiarity and the Impact of Science Teacher Professional Development

• In Event: Cultivating Teacher Agency & Knowledge: Innovations in STEM/STEAM Professional Development

Abstract

This study examined how a four-day professional development institute focused on cultivating science teacher-leaders influenced elementary teachers’ identities, instructional practices, and leadership perspectives based on their NGSS familiarity. Twenty-five TK-5 teachers participated in the institute and completed post-surveys with open-ended reflections. Thematic analysis revealed distinct patterns: newer to NGSS teachers reported major shifts in science identity and confidence; participants with mid-level NGSS familiarity showed changes across identity, practice, and leadership; experienced NGSS teachers showed primary change in leadership. Teachers across all groups described reclaiming time for science flexible structuring, and all described an excitement to be leaders in integrating science across subjects. Findings suggest that science leadership-centered professional development can support meaningful growth, but outcomes vary by NGSS experience.

Authors

• Tess Shirefley, California State University - Monterey Bay

• Megan J. Sulsberger, California State University - Monterey Bay

• Corin Slown, California State University - Monterey Bay