NBPTS - SEEKING EXCELLENCE NBPTS - SEEKING EXCELLENCE IN SCIENCE TEACHINGIN SCIENCE TEACHING

EXCELLENCEEXCELLENCE

National Board for Professional Teaching National Board for Professional Teaching Standards -- Draft Report (1993).Standards -- Draft Report (1993).

purpose is to describe what constitutes purpose is to describe what constitutes highly accomplished practice in science highly accomplished practice in science teachingteaching

ground work for national teacher certificationground work for national teacher certification in three sections in the preface:in three sections in the preface:

– what are the goals of science teaching?what are the goals of science teaching?

– who is science for?who is science for?

– how do students learn?how do students learn?

PHILOSOPHICAL CONTEXTPHILOSOPHICAL CONTEXT

Teachers are committed to their students and Teachers are committed to their students and their learning.their learning.

Teachers know the subjects they teach and Teachers know the subjects they teach and how to teach those subjects to their students.how to teach those subjects to their students.

Teachers are responsible for managing and Teachers are responsible for managing and monitoring student learning.monitoring student learning.

Teachers think systematically about their Teachers think systematically about their practice and learn from experience.practice and learn from experience.

Teachers are members of learning Teachers are members of learning communities.communities.

SUMMARY OF STANDARDSSUMMARY OF STANDARDS

preparing the way for productive student preparing the way for productive student learninglearning

establishing a favorable context for student establishing a favorable context for student learninglearning

advancing student learningadvancing student learning supporting teaching and student learningsupporting teaching and student learning

Preparing the Way for Preparing the Way for Productive Student LearningProductive Student Learning

understanding studentsunderstanding students– actively come to know students as individualsactively come to know students as individuals

– determine students’ understandings of sciencedetermine students’ understandings of science

– learn about individual learning backgroundslearn about individual learning backgrounds

knowledge of scienceknowledge of science– broad and current knowledge of science and pedagogybroad and current knowledge of science and pedagogy

– draw appropriate learning goals for studentsdraw appropriate learning goals for students

instructional resourcesinstructional resources– select and adapt instructional resourcesselect and adapt instructional resources

– include laboratory and community resourcesinclude laboratory and community resources

– create own resources to support active student learningcreate own resources to support active student learning

Establishing a Favorable Establishing a Favorable Context for Student LearningContext for Student Learning

engagementengagement– stimulate interest in science and technologystimulate interest in science and technology

– elicit sustained student participation in learning activitieselicit sustained student participation in learning activities

learning environmentlearning environment– create safe and supportive learning environmentscreate safe and supportive learning environments

– foster high expectations for success in all studentsfoster high expectations for success in all students

– foster values inherent in the practice of sciencefoster values inherent in the practice of science

equitable participationequitable participation– ensure that all students participate in the study of ensure that all students participate in the study of

sciencescience

– take into account needs and differences on the basis of take into account needs and differences on the basis of gender, culture, language, disability, etc.gender, culture, language, disability, etc.

Advancing Student LearningAdvancing Student Learning

science inquiryscience inquiry– involve students in inquiry practicesinvolve students in inquiry practices

– challenge and help students to construct an challenge and help students to construct an understanding of nature and technologyunderstanding of nature and technology

fundamental understandingsfundamental understandings– use a variety of instructional strategiesuse a variety of instructional strategies

– expand students’ understandings of the major ideas of expand students’ understandings of the major ideas of sciencescience

contexts of sciencecontexts of science– create opportunities to examine the human context of create opportunities to examine the human context of

sciencescience

– assist students in making connections across the assist students in making connections across the disciplines of science and other subject areasdisciplines of science and other subject areas

Supporting Teaching and Supporting Teaching and Student LearningStudent Learning

assessmentassessment– assess student learning through a variety of meansassess student learning through a variety of means

– assessment should be in line with stated learning goalsassessment should be in line with stated learning goals

family and community outreachfamily and community outreach– proactively work with parents and communityproactively work with parents and community

– serve the best interest of the studentserve the best interest of the student

collegialitycollegiality– contribute to the quality of teaching practicecontribute to the quality of teaching practice

– practice of colleagues, school, larger communitypractice of colleagues, school, larger community

reflective practicereflective practice– regularly analyze, evaluate, and strengthen practiceregularly analyze, evaluate, and strengthen practice

– goal is to improve the quality of students’ learning experiencesgoal is to improve the quality of students’ learning experiences

Standard I: Standard I: Understanding StudentsUnderstanding Students

Highly accomplished science teachers Highly accomplished science teachers actively come to know their students as actively come to know their students as individuals, and determine students’ individuals, and determine students’ understandings of science as well as their understandings of science as well as their individual learning backgrounds.individual learning backgrounds.

Standard II: Standard II: Knowledge of ScienceKnowledge of Science

Highly accomplished science teachers have a Highly accomplished science teachers have a broad and current knowledge of science and broad and current knowledge of science and science education on which they draw to plan science education on which they draw to plan appropriateappropriate

Standard III: Standard III: Instructional ResourcesInstructional Resources

Highly accomplished science teachers select Highly accomplished science teachers select and adapt instructiony resources, and create and adapt instructiony resources, and create their own to support active student their own to support active student explorations of science.explorations of science.

Standard IV: Standard IV: EngagementEngagement

Highly accomplished science teachers Highly accomplished science teachers stimulate interest in science and technology stimulate interest in science and technology and elicit their students’ sustained and elicit their students’ sustained participation in learning activities.participation in learning activities.

Standard V: Standard V: Learning EnvironmentLearning Environment

Highly accomplished science teachers create Highly accomplished science teachers create safe and supportive learning safe and supportive learning environmentssuccess of all students and in environmentssuccess of all students and in which students experience the values which students experience the values inherent in the practice of science.inherent in the practice of science.

Standard VI: Standard VI: Equitable ParticipationEquitable Participation

Highly accomplished science teachers take Highly accomplished science teachers take steps to ensure that all students, including steps to ensure that all students, including those from groups which have historically not those from groups which have historically not been encouraged to enter the world of been encouraged to enter the world of science, participate in the study of science.science, participate in the study of science.

Standard VII: Standard VII: Science InquiryScience Inquiry

Highly accomplished science teachers involve Highly accomplished science teachers involve students in inquiries that challenge and help students in inquiries that challenge and help them construct an understanding of nature them construct an understanding of nature and technology.and technology.

Standard VIII: Standard VIII: Fundamental UnderstandingsFundamental Understandings

Highly accomplished science teachers use a Highly accomplished science teachers use a variety of instructional strategies to expand variety of instructional strategies to expand students’ understandings of the major ideas students’ understandings of the major ideas of science.of science.

Standard IX: Standard IX: Contexts of ScienceContexts of Science

Highly accomplished science teachers create Highly accomplished science teachers create opportunities for students to examine the opportunities for students to examine the human context of science, including its human context of science, including its history, reciprocal relationships with history, reciprocal relationships with technology, ties to mathematics and impacts technology, ties to mathematics and impacts on science so that students make on science so that students make connections across the disciplines of science connections across the disciplines of science and into other subject areas.and into other subject areas.

Standard X: Standard X: AssessmentAssessment

Highly accomplished science teachers assess Highly accomplished science teachers assess student learning through a variety of means student learning through a variety of means that align with stated learning goals.that align with stated learning goals.

Standard XI: Standard XI: Family and Community Family and Community

OutreachOutreach

Highly accomplished science teachers Highly accomplished science teachers proactively work with familiesent.proactively work with familiesent.

Standard XII: Standard XII: CollegialityCollegiality

Highly accomplished science teachers Highly accomplished science teachers contribute to the quality of the practice of contribute to the quality of the practice of their colleagues, to the instructional program their colleagues, to the instructional program of the school, and to the work of the larger of the school, and to the work of the larger professional community.professional community.

Standard XIII: Standard XIII: Reflective PracticeReflective Practice

Highly accomplished science teachers Highly accomplished science teachers constantly analyze, evaluate and strengthen constantly analyze, evaluate and strengthen their practice in order to improve the quality their practice in order to improve the quality of their students’ learning experiences.of their students’ learning experiences.