A Leader's Guide to Science Curriculum Topic Study
Autor Susan E. Mundry, Page D. Keeley, Carolyn J. (Jean) Landelen Limba Engleză Mixed media product – 21 dec 2009
- A solid foundation in the CTS framework
- Multiple designs for half-day and full-day workshops, professional learning communities, and one-on-one instructional coaching
- Facilitation, group processing, and materials management strategies
- Ideas for embedding CTS in professional development programs
- A CD-ROM with handouts, PowerPoint slides, and templates for developing your own CTS sessions
- References to additional resources and materials
By bringing CTS into schools and other professional development settings, science leaders can enhance their teachers' knowledge of content, improve teaching practices, and have a positive impact on student learning.
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Specificații
ISBN-10: 1412978173
Pagini: 320
Dimensiuni: 216 x 279 x 23 mm
Greutate: 0.89 kg
Ediția:New.
Editura: SAGE Publications
Colecția Corwin
Locul publicării:Thousand Oaks, United States
Recenzii
“Engaging science teachers at all levels with important ideas relating to both the content and how they can help students learn the content is critical to promoting effective instruction. We have been using CTS as one key element of our professional development program and our preservice preparation programs for several years. It has proven to be an incredibly valuable and appreciated tool. This leaders’ guide will help us use CTS even more effectively ourselves, and help us prepare new cadres of professional development providers who will engage current and future teachers with state and national resources to improve science instruction and student learning.”
Cuprins
Acknowledgments
About the Authors
1. Introduction to A Leader's Guide
Advice for Using This Leader's Guide
Underlying Beliefs
The Need for a Common Professional Knowledge Base
CTS Makes the Knowledge Base Accessible
Building Professional Community
Observations and Voices From the Field
Professional Development Designs Are Enhanced Through CTS
CTS Use by Collaborative School Teams
CTS Use in Preservice Education
CTS Enhances Science Education Leadership
The Language of CTS
2. Introduction to Curriculum Topic Study for Leaders
What Is CTS?
What CTS Is Not
CTS and Science Literacy
Key Points About Standards and Research on Learning
Using CTS to Lead Professional Learning
CTS Resources and Tools
From Generic Tools to Content-Specific Tools
3. Considerations for Designing and Leading Curriculum Topic Study
CTS and the Principles of Effective Professional Development
CTS Learning Cycle
Facilitation Tips and Strategies
Acquiring and Managing Materials
Developing Norms for Collaborative Work
CTS Group Norms
Options for Organizing and Discussing Readings
CTS Recommended Reading and Summarizing Strategies
Reporting Out Strategies
Reflection on CTS
Summarizing Findings
Strategy for Addressing the Issue of Time and Difficulty
Next Steps
4. Tools, Resources, and Designs for Leading Introductory Sessions on Curriculum Topic Study
Make Your Own CTS Introductory Session
Essential Facilitator Preparation
Module A1: Introduction to CTS Using K-12 Snapshots, Facilitation Guide
Module A2: Introduction to CTS Resource Scenarios?Models, Facilitation Guide
Module A3: Full-Day Introduction to CTS Resource Scenarios and Snapshots, Facilitation Guide
Options for Introducing the CTS Resource Books
Developing Your Own Snapshots and Resource Scenarios
Next Steps After CTS Introductions
5. Leading Full Topic Studies
Introduction to Full Topic Studies
Module B1: "Experimental Design" Facilitation Guide
Module B2: "Evidence and Explanation" Facilitation Guide
Module B3: "Earth, Moon, and Sun System" Facilitation Guide
Module B4: "Conservation of Matter" Facilitation Guide
Module B5: "Atoms and Molecules" Facilitation Guide
Module B6: "Photosynthesis and Respiration" Facilitation Guide
Module B7: "Life Cycles (K-4)" Facilitation Guide
Additional Suggestions for Designing and Leading Full Topic Studies
Developing Your Own Half-Day Topic Study
Combining Topics
Cautions and Next Steps
6. Using CTS in a Content, Curricular, Instructional, or Assessment Context
Introduction to CTS Context Applications
CTS and Science Content Knowledge
CTS and Science Curriculum
CTS and Science Instructions
CTS and Science Assessment
Module: Developing CTS Assessment Probes
Performance Assessment Tasks
CTS Performance Assessment Task Design and Teacher Learning
A CTS Process for Developing Performance Tasks
CTS Performance Task Development Tools
Introducing the CTS Performance Assessment Task Application
Developing Their Own Performance Task
Other Examples of Context Applications of CTS
7. Embedding CTS Within Professional Development Strategies
Why Use CTS Within Other Professional Development Strategies?
CTS and Professional Learning Communities
CTS Professional Development Strategy Application 1: Study Groups
CTS Professional Development Strategy Application 2: Collaborative Inquiry Into Examining Student Thinking (CIEST)
CTS Professional Development Strategy Application 3: CTS Video Demonstration Lesson (VDL)
CTS Professional Development Strategy Application 4: CTS Integrated Lesson Study
CTS Professional Development Strategy Application 5: CTS Action Research
CTS Professional Development Strategy Application 6: CTS Seminars
CTS Professional Development Strategy Application 7: CTS Mentoring and Coaching
A Final Word
References
Index
Notă biografică
Susan Mundry is currently deputy director of Learning Innovations at WestEd and the associate director of WestEd¿s Mathematics, Science, and Technology Program. She directs several national or regional projects focused on improving educational practice and oversees the research and evaluation projects of Learning Innovations. She is codirector of a research study examining the distribution of highly qualified teachers in New York and Maine for the Northeast & Islands Regional Education Laboratory and is the project codirector for the evaluation of the Intel Mathematics Initiative, a professional development program for elementary and middle grades teachers aimed at increasing student outcomes in mathematics. She is also a Principal Investigator for two National Science Foundation projects that are developing products to promote the use of research-based practice in science and mathematics. Since 2000, Mundry has codirected the National Academy for Science and Mathematics Education Leadership, which provides educational leaders with training and technical assistance on professional development design, leading educational change, group facilitation, data analysis and use, and general educational leadership, as well as access to research-based information to improve teaching and learning. Building on this work, she provides technical assistance to several large urban schools districts engaged in enhancing leadership and improving math and science programs.
As a senior research associate for the National Institute for Science Education (1997-2000), Mundry conducted research on attributes of effective professional development. She served on the national evaluation team for the study of the Eisenhower Professional Development program led by the American Institutes for Research, where she worked on the development of national survey instruments and the protocols for case studies. From 1982 to 1997, Mundry served in many roles from staff developer to associate director at The NETWORK, Inc., a research and development organization focused on organizational change and dissemination of promising education practice. There, she managed the work of the National Center for Improving Science Education and the Center for Effective Communication, provided technical assistance to schools on issues of equity and desegregation, oversaw national dissemination programs, and co-developed the ¿Change Game,¿ (Making Change for School Improvement) a simulation game that enhances leaders¿ ability to lead change efforts in schools and districts.
Mundry has written several books, chapters, and articles based on her work. She is coauthor of the best selling book, Designing Effective Professional Development for Teachers of Science and Mathematics (2nd edition), as well as Leading Every Day: 125 Actions for Effective Leadership, which was named a National Staff Development Council Book of the Year in 2003. Her latest book is The Data Coach¿s Guide to Improving Learning for All Students (2008).