#CANGSSRollout
#CANGSS
#NGSS
Administrator Strand 2
1
NGSS Communication
Please sit at a grade level table that best represents your
leadership focus: elementary or secondary
Acknowledgements: This session was written and reviewed
by: Dawn O’Connor, Alameda County Office of Education/East
Bay Science Project
John Spiegel, San Diego County Office of Education
Laura Henriques, CSU Long Beach, CSTA Past President
2
Outcomes for this Session
Debrief how the observation tools
support your understanding of NGSS
Understand the communication needs
of different stakeholders for successful
implementation of the NGSS
Review resources that will support your
communication planning
3
Goals for Science Education
“The NRC framework states that the overarching goal of science
education is to ensure by the end of 12th grade,
 all students have some appreciation of the beauty
and wonder of science;
 possess sufficient knowledge of science and
engineering to engage in public discussions on related
issues to their daily lives;
 are able to continue to learn about science outside of
school;
 and have the skills to enter careers of their choice,
including (but not limited to) careers in science,
engineering and technology.
(A Framework for K12 Science Education, NRC 2012)
4
NGSS Innovations (shifts)
 Equitable access, Science is for Every Student
 Focus on explaining phenomena or designing solutions to
problems
 Students engaged in sense making
 Coherence: building and applying ideas across time
 Coherence between Common Core and NGSS
 3-Dimensional Learning – Content includes all 3: SEPs, DCIs, and
CCCs
 Instruction builds towards performance expectations
 Role of teacher as both a facilitator of learning and a learner
 Engineering is both a practice and a DCI
 Relevance to students lives
5
Revisiting the Tool Session for
Administrators
 Review the evidence and
observation notes taken during
the grade level lesson session
 What did you notice about
teaching and student learning in
the lesson? (observed/enacted/
and assessed)
 To what degree did your
observed evidence nd
observations coincide with the
descriptions in the protocol?
 How does this tool support you
as an administrator?
6
Revisiting: Academic Discourse Tool
 Review the Discourse
Tool used in Going
Deeper with Practices:
Modeling?
 How did engaging in
academic discourse
support your
understanding of the
science ideas?
 What supports do your
teachers need ?
7
Shifts in Instruction and Learning
What are some shifts in instruction and
learning that you noticed during the lesson
session and modeling session?
H1
then
H2
9
The Importance of
Communication
H3
 As you review the document, Lessons
Learned about Successful Communication
for Transformational Change
Annotate your paper with the following:
+
*
This exists already in our
school system and supports
our change efforts
This doesn’t exist but could
help support our change
efforts
10
Lessons Learned from CCSS
In a small group discuss the following:
How was CCSS communication
handled?
What key points highlighted in the
document contributed or would
have contributed to your success?
What do you wish you had done
differently?
What was missing?
11
Who are you Communicating to?
 As NGSS implementation gets underway in
your district, consider the following:
 Are your teachers, staff, and parents aware that
NGSS are the State Science Standards and that
the time to transition is now?
 Does your LCAP reflect implementation plans?
 Do you have community support?
 Have you identified your champions and
stakeholders ?
 Are there opportunities to celebrate AND inform
your community about NGSS ?
 Who needs to be briefed? When? How ?
12
Identifying Stakeholders
H4
13
What are the communication
needs for NGSS?
H a-e
 In pairs or triads, review the scenario provided
for you and then respond to the following:
 What are the concerns and issues being
expressed?
 What are the underlying or unexpressed concerns?
 Who else is impacted or involved with this issue?
http://bit.ly/NGSS_RO3_Admin_Comm_Resources
 Review
the resources to address these
concerns
 Chart the following
 What is the issue(s)?
 Talking points to address issue(s)
 What can you do to be proactive to
prevent being in this situation?
14
Gallery Walk
Place charts on the walls
Review the talking points for the various
communication needs. Does the style or
tone of the communication match the
audience? Is the message consistent?
Provide any feedback or additional ideas
by placing post-its on poster
Take pictures to help you remember!
15
Communication Plans
What NGSS messages have been
successful so far?
What other aspects of a science
implementation plan can proactively
reduce such scenarios from surfacing?
16
An Implementation Plan Model
 As you develop
your
communication
plan remember
that there should
be alignment with
your district's
implementation
plan
17
Communication: Next Steps
 What are your next steps?
 What will you do in the next
72 hours related to what
you've learned here?
 What will you do in the next
month?
18
Closing
Thank you for your commitment to the
improvement of the teaching and
learning of science in your district,
schools, and classrooms.
As you move forward with your
implementation efforts- remember that
the organizations here are a resource for
your district.
19
Acknowledgements
This session was written and reviewed by:
 Dawn O’Connor, Alameda County
Office of Education/East Bay Science
Project
 John Spiegel, San Diego County Office of
Education
 Laura Henriques, CSU Long Beach, CSTA
Past President