Professional Development and NGSS
This collection will help teachers, schools, districts and states to identify professional development resources for the implementation and understanding of the Next Generation Science Standards. Recognizing the demands of professional development at the varying levels of the educational system, the writers of A Framework for K-12 Science Education (NRC, 2012) emphasize the need for alignment of teacher preparation and professional development with the type of instruction required for students to achieve the vision of the Next Generation Science Standards.
The professional development will need to involve “not only the educators at the front lines but also those who make and implement policies- professional development for state-level science supervisors, school boards, district-level-leaders, principals, and curriculum specialists. In that way, all components and players in the science education system can mesh coherently with the framework’s vision for a more inclusive, focused, and authentic science education experience for all students.” (NRC, 2012) Furthermore, because the writing committee of the Framework was not charged to develop new standards or recommendations for professional development, the National Science Education Standards (NRC, 1996) are still recognized for their value to the science education community.
Ultimately, the determining factors in whether students learn science successfully are based on the interactions between teachers and students in individual classrooms. [Thus,] ”it stands to reason that in order to support implementation of the new standards and the curricula designed to achieve them, the initial preparation and professional development of teachers of science will need to change.” (NRC, 2012)