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）和斯坦福大学的团队之前已经开发并测试了专业学习（PL）计划的有效性，该计划的重点是提高教师支持学生参与科学论证的能力。PL模式的关键组成部分包括为期一周的暑期学院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模型，建立教师领导和项目协调员的能力，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适应和独立实施该计划。与此同时，该项目正在研究公共服务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，供其他地区在当地环境中适应和实施公共服务模式。因此，该项目提供了有关如何在地区建立能力以领导科学专业学习的知识，以满足新的教与学标准并响应当地情况的需要。该项目正在研究PL模型的可持续性和可扩展性，该模型支持教师教学内容知识和教学实践的发展，特别侧重于让学生参与证据论证。Hall和Stanford先前的研究项目结果表明，PL模式在显著改善教师和学生的课堂话语实践方面是有效的。这些发现表明，适应不同学区的背景和需求的模型版本有可能改善科学教学，以满足当前科学教育愿景的要求。使用基于设计的实施研究方法，该项目(i)与SCUSD合作以适应PL模型；（ii）准备一名地区项目协调员和一群本地教师领导干部，以实施和进一步调整该模式；（三）研究模型的适应与实施。结果将是：a)一个可扩展的公共服务模式，可以不断适应一个地区的目标和限制；b)为该地区准备和支持科学教师领导的一系列活动和资源，他们将与其他教师一起在内部实施经过改编的公共科学计划；c)了解PL模式在其他学区独立实施所需的适应性和资源。该团队还在研究该项目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.