Implementing Next Generation Science Standards: Building Teacher, School, District, and State Capacities Through Leadership Development and Professional Learning

• In Event: Supporting and Studying Implementation of the Next Generation Science Standards on a Large Scale

Abstract

Objectives: This theoretical paper describes the underlying logic model and framework that has guided both the program work and associated research for an Investing in Innovation (i3) project funded by the U.S. Department of Education. This project impacted more than 10 districts, 70 schools, and thousands of elementary teachers and their students across three states to support implementation of the NGSS. We also describe the approach to leadership professional learning (PL) and teacher PL that constitute the primary inputs in the logic model and serve to contextualize study findings presented in the subsequent papers.

Perspective(s): The NGSS provide an inspiring vision that calls for multi-dimensional, phenomenon-based, discourse-rich, and equitable student learning [8] [10]. Yet transforming educational systems to support these recommended NGSS shifts in teaching and learning is non-trivial [9]. We explore a logic model and mechanisms that connect the capacity building and PL intervention to a wide range of inter-related outcomes [7].

Data: We trace the evolution of the intervention logic model from its early teacher-focused representation (see Figure 1.1) to a representation of the supports needed for a more systemic school-level implementation of NGSS (see Figure 1.2). The cascade of influences from leadership and teacher PL are informed by data from two separate large-scale RCTs. The wide range of data include outcomes for leaders, outcomes for teachers, outcomes contributing to school climate, classrooms outcomes that influence students’ opportunities to learn, and students outcomes.

Methods: We employed an iterative process that drew on observations and field notes from program implementation, contributions from the literature on logic model development [5] [6], research from the field, and a backwards mapping process to incorporate current and previous study data.

Results: The resulting logic model integrates new components, for example school climate [3] [11] [12] and many dimensions associated with student opportunities to learn NGSS-aligned science [10], along with connections between professional learning communities (PLCs) and students’ opportunities to learn [14]. Both the process of revisiting the logic model and the revised end product offer a robust theoretical framework and hypothesis for mechanisms that connect intermediate outcomes to the intended end prize of student outcomes.

Significance: Educational systems are complex and transformative change, such as that asked for by NGSS, requires a multi-layered approach. States, districts, and other PL providers will benefit from a well-developed logic model of an NGSS implementation approach that builds on what is known from the existing research base and is informed by data across a wide range of outcomes drawn from a large-scale, multi-year study.

Authors

• Kirsten Daehler, WestEd

• Rasha ElSayed, WestEd

• Jennifer Folsom, WestEd