NBPTS - SEEKING EXCELLENCE IN SCIENCE TEACHING

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NBPTS - SEEKING EXCELLENCE IN SCIENCE TEACHING
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EXCELLENCE

• National Board for Professional Teaching
  Standards -- Draft Report (1993).
• purpose is to describe what constitutes highly
  accomplished practice in science teaching
• ground work for national teacher certification
• in three sections in the preface
• what are the goals of science teaching?
• who is science for?
• how do students learn?

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PHILOSOPHICAL CONTEXT

• Teachers are committed to their students and
  their learning.
• Teachers know the subjects they teach and how to
  teach those subjects to their students.
• Teachers are responsible for managing and
  monitoring student learning.
• Teachers think systematically about their
  practice and learn from experience.
• Teachers are members of learning communities.

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SUMMARY OF STANDARDS

• preparing the way for productive student learning
• establishing a favorable context for student
  learning
• advancing student learning
• supporting teaching and student learning

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Preparing the Way for Productive Student Learning

• understanding students
• actively come to know students as individuals
• determine students understandings of science
• learn about individual learning backgrounds
• knowledge of science
• broad and current knowledge of science and
  pedagogy
• draw appropriate learning goals for students
• instructional resources
• select and adapt instructional resources
• include laboratory and community resources
• create own resources to support active student
  learning

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Establishing a Favorable Context for Student
Learning

• engagement
• stimulate interest in science and technology
• elicit sustained student participation in
  learning activities
• learning environment
• create safe and supportive learning environments
• foster high expectations for success in all
  students
• foster values inherent in the practice of science
• equitable participation
• ensure that all students participate in the study
  of science
• take into account needs and differences on the
  basis of gender, culture, language, disability,
  etc.

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Advancing Student Learning

• science inquiry
• involve students in inquiry practices
• challenge and help students to construct an
  understanding of nature and technology
• fundamental understandings
• use a variety of instructional strategies
• expand students understandings of the major
  ideas of science
• contexts of science
• create opportunities to examine the human context
  of science
• assist students in making connections across the
  disciplines of science and other subject areas

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Supporting Teaching and Student Learning

• assessment
• assess student learning through a variety of
  means
• assessment should be in line with stated learning
  goals
• family and community outreach
• proactively work with parents and community
• serve the best interest of the student
• collegiality
• contribute to the quality of teaching practice
• practice of colleagues, school, larger community
• reflective practice
• regularly analyze, evaluate, and strengthen
  practice
• goal is to improve the quality of students
  learning experiences

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Standard I Understanding Students

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

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Standard II Knowledge of Science

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

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Standard III Instructional Resources

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

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Standard IV Engagement

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

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Standard V Learning Environment

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

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Standard VI Equitable Participation

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

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Standard VII Science Inquiry

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

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Standard VIII Fundamental Understandings

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

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Standard IX Contexts of Science

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

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Standard X Assessment

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

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Standard XI Family and Community Outreach

• Highly accomplished science teachers
  proactively work with familiesent.

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Standard XII Collegiality

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

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Standard XIII Reflective Practice

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