A Partnership to Adapt, Implement and Study a Professional Learning Model and Build District Capacity to Improve Science Instruction and Student Understanding

劳伦斯科学大厅（大厅）和斯坦福大学团队先前开发和测试了专业学习（PL）计划的有效性，该计划的重点是提高教师的能力，以支持学生从事科学论证的能力。PL模式的关键组成部分包括为期一周的暑期研究所和学年期间的后续会议，其中包括额外的教学投入，视频反思和规划时间。在这个项目中，霍尔和斯坦福大学正在与圣克拉拉联合学区（SCUSD）合作，根据学区的目标和限制调整PL模式，建立教师领导和计划协调员的能力，以实施调整后的PL计划。这将使该地区能够在项目结束时继续独立地适应和实施该方案。与此同时，该项目正在研究PL模式的适应性及其实施的有效性，并正在制定指导方针和工具，供其他地区在根据当地情况调整和实施PL模式时使用。因此，该项目提供了关于如何在地区进行能力建设的知识，以领导科学专业学习，解决新的教学和学习标准，并对当地环境的需求作出反应，该项目正在审查PL模式的可持续性和可扩展性，以支持教师的教学内容知识和教学实践的发展，特别注重让学生参与证据论证。霍尔和斯坦福大学先前的研究项目的结果表明，PL模式是有效的，显着改善教师和学生的课堂话语实践。这些研究结果表明，一个版本的模型，适应不同学区的背景和需求，有可能提高科学教学，以满足当前的科学教育愿景的要求。该项目采用基于设计的实施研究方法，（i）与SCUSD合作调整PL模式;（ii）培养地区项目协调员和当地教师领导干部，以实施和进一步调整该模式;以及（iii）研究该模式的调整和实施。其成果将是：a）一个可扩展的PL模式，可以不断适应一个地区的目标和限制; B）一套活动和资源，为地区准备和支持科学教师领导人谁将实施调整PL计划内部与其他教师;和c）有关的适应和PL模式所需的资源，由其他学区独立实施的知识。该团队还在研究该计划对课堂实践和学生学习的影响。

The Lawrence Hall of Science (the Hall) and Stanford University teams have previously developed and tested the efficacy of a program of Professional Learning (PL) which is focused on improving teachers' ability to support students' ability to engage in scientific argumentation. Key components of the PL model include a week-long summer institute and follow-up sessions during the academic year that incorporate additional pedagogical input, video reflection, and planning time. In this project, the Hall and Stanford are working in partnership with the Santa Clara Unified School District (SCUSD) to adapt the PL model based on the District's objectives and constraints, to build the capacity of teacher leaders and a program coordinator to implement the adapted PL program. This will enable the District to continue to adapt and implement the program independently at the conclusion of the project. Concurrently, the project is studying the adaptability of the PL model and the effectiveness of its implementation, and is developing guidelines and tools for other districts to use in adapting and implementing the PL model in their local contexts. Thus, this project is contributing knowledge about how to build capacity in districts to lead professional learning in science that addresses the new teaching and learning standards and is responsive to the needs of their local context.This project is examining the sustainability and scalability of a PL model that supports the development of teachers' pedagogical content knowledge and instructional practices, with a particular focus on engaging students in argument from evidence. Results from the Hall and Stanford's previous research project indicate that the PL model is effective at significantly improving teachers' and students' classroom discourse practices. These findings suggest that a version of the model, adapted to the context and needs of a different school district, has the potential to improve the teaching of science to meet the demands of the current vision of science education. Using a Design-Based Implementation Research approach, this project is (i) working with SCUSD to adapt the PL model; (ii) preparing a district project coordinator and cadre of local teacher leaders (TLs) to implement and further adapt the model; and (iii) studying the adaptation and implementation of the model. The outcomes will be: a) a scalable PL model that can be continually adapted to the objectives and constraints of a district; b) a set of activities and resources for the district to prepare and support the science teacher leaders who will implement the adapted PL program internally with other teachers; and c) knowledge about the adaptations and resources needed for the PL model to be implemented independently by other school districts. The team also is researching the impact of the program on classroom practices and student learning.