Professional Development

Supporting Science Teachers In Creating Lessons With Explicit Conceptual Storylines

We describe a four-step strategy used in our professional development program to help elementary science teachers recognize and create lesson plans with coherent conceptual storylines. The conceptual storyline of a lesson refers to sequencing its scientific concepts and activities to help students develop a main scientific idea and, often, is an implicit component of a lesson plan.

Author/Presenter: 
Dante Cisterna
Kelsey Lipsitz
Deborah Hanuscin
Zandra de Araujo
Delinda van Garderen
Lead Organization(s): 
Year: 
2018
Short Description: 
This article describes a four-step strategy used in our professional development program to help elementary science teachers recognize and create lesson plans with coherent conceptual storylines.

Meet me in Azul’s room: Designing a virtual field placement for learning to teach mathematics

Amidon, J., Chazan, D., Grosser-Clarkson, D., & Fleming, E. (2017). Meet me in Azul’s room: Designing a virtual field placement for learning to teach mathematics. Mathematics Teacher Educator, 6(1), 52–66. DOI10.5951/mathteaceduc.6.1.0052

Author/Presenter: 
Joel Amidon
Daniel Chazan
Dana Grosser-Clarkson
Elizabeth Fleming
Year: 
2017
Short Description: 
This article explores the ways in which a teacher educator uses digital technology to create a virtual field placement to blur the boundaries between a university methods course and teacher candidates' field placements.

The Missing Ingredient in Science Teacher Preparation: The Role of the Senior Specialist

The traditional model for supervision of pre-service science teachers during the field experience within teacher preparation programs includes the appointment of a university supervisor who is often a retired teacher and/or adjunct faculty and a school-based co-operating teacher who rarely receives training from the university to be a mentor. This can lead to a disconnect between the university supervisor, co-operating teacher, and university, and a disjointed experience for the pre-service teachers.

Author/Presenter: 
Julie Contino
Natasha Cooke-Nieves
Year: 
2013
Short Description: 
This paper describes a residency model that includes faculty members who serve as Senior Specialists – mentors in school residency rotations, advisors in teaching as a profession, and co-instructors in academic courses and portfolio development. The Senior Specialist acts as the linchpin between the youth programs, science practicum, and courses as well as a support structure and anchor to the five high need, low achieving partner schools with the ultimate goal of strengthening the pre-service teachers’ experience.

Supporting Mentor Teachers in the Assessment of and Inquiry into High-Leverage Science Teaching Practices

While the scholarship examining the teaching of high leverage teaching practices in the context of pre-service teacher education is continuing to grow (Ball & Forzani, 2009; McDonald, Kazemi, & Kavanaugh, 2013; Windschitl, Thompson, Braaten & Stroupe, 2012), fewer teacher educators have been examining how to bring those who mentor pre-service teachers, sometimes called cooperating teachers or pre-service mentor teachers, into this effort.

Author/Presenter: 
Karen Hammerness
Elaine Howes
Julie Contino
Natasha Cooke-Nieves
Ro Kinzler
Maritza Macdonald
Cristina Trowbridge
Year: 
2017
Short Description: 
This paper reviews the literature on mentor teachers’ learning in relationship to high leverage practices and summarizes existing research on mentoring and experienced teacher learning that might help inform the design of our model of mentor teachers’ learning.

How can museums help teachers with the NGSS?

Released in 2013, the Next Generation Science Standards have the potential to revolutionize science education in the United States, requiring a very different way of thinking about learning and teaching science. Now is the opportune moment to prepare teachers for these new approaches to science instruction and classroom assessment and introduce them to the types of curriculum resources needed to implement the NGSS successfully. What are these teaching resources and professional development needs?

Author/Presenter: 
Jim Short
Year: 
2014
Short Description: 
This article describes the role of museums in supporting schools and teachers in addressing the demands of the NGSS.

Preparing new science teachers for high-need schools

In 2012, the American Museum of Natural History (AMNH) in New York City launched the Master of Arts in Teaching (MAT) Urban Residency Program. The AMNH recruits Earth science majors from across the United States who are motivated to teach in high-need schools in New York State. Developing a teacher preparation program from scratch is a tall order, and the museum is learning a tremendous amount from its pilot effort.

Kinzler, R. & Macdonald, M. (2014, January-February). Preparing new science teachers for high-need schools. Dimensions Magazine, 27.

Author/Presenter: 
Rosamond Kinzler
Maritza Macdonald
Year: 
2014
Short Description: 
In 2012, the American Museum of Natural History (AMNH) in New York City launched the Master of Arts in Teaching (MAT) Urban Residency Program. Developing a teacher preparation program from scratch is a tall order, and the museum is learning a tremendous amount from its pilot effort.

A balancing act in third space: Graduate-level earth science in an urban teacher-residency program

This article describes a museum-based urban teacher-residency (UTR) program's approach to building subject-specific content knowledge and research experience in Earth Science teacher candidates. In the museum-based program, graduate-level science courses and research experiences are designed and implemented specifically for the UTR by active Earth and Space research scientists that account for almost half of the program's faculty.

Author/Presenter: 
N. Alex Zirakparvar
Year: 
2015
Short Description: 
This article describes a museum-based urban teacher-residency (UTR) program's approach to building subject-specific content knowledge and research experience in Earth Science teacher candidates.

Informal science institutions and learning to teach: An examination of identity, agency, and affordances

Informal science education institutions play an important in the public understanding of science and, because of this are well-positioned to positively impact science teacher education. Informal science institutions (ISIs) have a range of affordances that could contribute to learner-centered science teacher identity development. This article describes research from a clinical experience in a museum where teacher candidates engaged visitors in learning dialogs around objects on a moveable cart in an exhibit.

Author/Presenter: 
Jennifer D. Adams
Preeti Gupta
Year: 
2015
Short Description: 
This article describes research from a clinical experience in a museum where teacher candidates engaged visitors in learning dialogs around objects on a moveable cart in an exhibit. We describe how working in informal settings and learning to use the affordances of that setting supports aspiring teachers to connect theory to practice in ways that developed Spielraum in that is student-centered, responsive to the needs of learners, and allows for the imagination future selves and classrooms that are conducive to maintaining these identities.

Breaking Dichotomies: Learning to Be a Teacher of Science in Formal and Informal Settings

This chapter examines the affordances of museum resources in informal settings and how they shape science teacher identity. More specifically, this chapter discusses how residents learning how to teach in school settings leverage experiences of learning to teach in museum settings. 

Gupta, P., Trowbridge, C., & Macdonald, M. (2016). Breaking dichotomies: Learning to be a teacher of science in formal and informal settings. In L. Avraamidou & W. M. Roth (Eds.), Intersections of formal and informal science (pp. 178-188).New York, NY: Routledge.

Author/Presenter: 
Lucy Avraamidou
Wolff-Michael Roth
Year: 
2016
Short Description: 
This chapter examines the affordances of museum resources in informal settings and how they shape science teacher identity.

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