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OSL Bulletin Board: Add to the list!

Upcoming Events

PMSP Professional development page
OSTA Conference 2024 - Eugene…propose a session!
OSTA Webinar: Empowering Teachers, Engaging Students: STEM Education for a Better World (With: Mihir Ravel and Cary Sneider, Portland State University)

OSTA Board Nominations: OSTA is now accepting nominations for science educators interested in serving on the OSTA Board and Executive Team. Please submit nominations by March 22, 2024. More information is available on the OSTA Elections web page.

Collective Efforts

In Celebration of Black History Month - What lessons/units/resources do you promote/share/use in your science classes. Ex: Integration of HeLa cells into your Biology/Genetics unit. Spreadsheet of responses.
Elementary Science Survey: A place to share promising practices…please share, especially with innovative teachers!

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Adoption Resources

Science Adoption Resources: (Open to all!)

Is your district Interested in adopting OpenSciEd or Patterns High School? Check out this flyer
Vendor Spreadsheet - this link will force copy (Contact Dustin with any questions), Science adoption status shared spreadsheet, Science adoption Templates and Exemplars
Modeling System Dynamics, free workshop for 7-12 science and math teachers
Cross-ESD Adoption Website
OR HS Science Sequences (add your information!)

Updates

OER materials are exempt from having to pay to be submitted. However, someone still needs to fill out all the forms and make an official submission. This could be an OER organization or an ESD, or the creator themselves.
Physical Education adoption will be postponed for two years. It will align with world languages this round, then go back to be aligned with health in the future.

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Vision and Mission

Oregon Science Leaders

Vision:

Be brave and impactful together, through community and collaboration
Students who are marginalized in our systems are at the center of our work

Mission:

Work for science education that is meaningful, culturally relevant, and personally empowering
Transform science education systems to meet the needs and goals of every student (demographics of success and enrollment match overall school and district demographics)

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Agenda

Justice-Focused NGSS 3D Learning: What are the needs in your district? Adult learning, examples, etc.
Discussion by grade band
Preview and provide feedback on a new resource: NGSS Playbook 2.0

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NGSS: 3 Dimensional Learning

In the chat:

Which dimension(s) are current areas of strength in your classroom/ school/ district?

Source

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JUSTICE-FOCUSED 3 Dimensional Learning

Come off mute:

Have you seen glimpses of the future?

How would this impact students who are currently marginalized in our systems?

Source

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Discussion Time

Select Breakout Room Options:

K-5 or 6-12

Protocol:

Person with the longest hair reads aloud the norms on slide 8
Each person identifies a norm they would like to focus on
Find your slide. Person with the shortest hair takes notes
Discuss one or more of the questions

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Discussion Norms

Ask questions that provide clarity, center equity and promote discussion
Seek equity of voice - speak up/hold back, make space for voices and perspectives that can be marginalized in our school systems
Promote shared understanding - invite others in by establishing shared language, avoiding jargon, giving credit/quoting text/sharing resources
Create an adaptable and humanizing space - strive for equitable distribution of work, check in regularly to honor individual and group needs, work for a “beloved community”

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Breakout Room: K-5 Room 1

Group Members:	As a team, select a discussion question. Address more questions as time allows
	What do you see as strengths in your elementary science program? (please also share in this survey) Many teachers do not have the time to teach it to fidelity(they way it’s supposed to be) Mcminnville. Small quick lessons is what works. STEM has time in electives. Somethings is better than nothing. Master schedule can impose strong limitations on what to do Group work for integrated lessons can help	What adult learning is needed to bring 3D science learning to life in your classroom/school/district? What learning experiences would be most impactful? PD is a challenge especially with back to back adoptions
	What next step would help you move toward justice-focused science learning to your classroom/school/district?	What other adult learning needs/programmatic shifts/use of student voice are needed to actualize this vision?

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Breakout Room: K-5 Room 2

Group Members:	As a team, select a discussion question. Address more questions as time allows
	What do you see as strengths in your elementary science program? (please also share in this survey)	What adult learning is needed to bring 3D science learning to life in your classroom/school/district? What learning experiences would be most impactful?
	What next step would help you move toward justice-focused science learning to your classroom/school/district?	What other adult learning needs/programmatic shifts/use of student voice are needed to actualize this vision?

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Breakout Room: 6-12 Room 1

Group Members: Noelle, Beth Y, Jodi L, Meagan S, Leslie A, Colleen B, Brennan B	As a team, select a discussion question. Address more questions as time allows
	What do you see as strengths in your secondary science program?	What adult learning is needed to bring 3D science learning to life in your classroom/school/district? What learning experiences would be most impactful? We teach science the way we learned science: we need a culture shift and that may seem overwhelming. Adults need to see and feel what it is like to learn in a 3-D way (they think they know, but can’t quite implement it). Do teachers have sufficient training and feel comfortable (or are able to sit with the discomfort) leading sometimes intense conversations on controversial topics with students? -Suggestion to collaborate with Social Science teachers on this Training in student discourse layered onto a topic that is more sensitive for specific kids- would be helpful to have this as a session at OSTA conference
	What next step would help you move toward justice-focused science learning to your classroom/school/district? How are we bringing student voice into what they want to learn about? Teachers don’t necessarily know which topics to use or may be fearful of the ‘can of worms’ that may be opened by some topics. Focusing on the content feels safer. (‘Justice’ can be a loaded term.)	What other adult learning needs/programmatic shifts/use of student voice are needed to actualize this vision?

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Breakout Room: 6-12 Room 2

Group Members:	As a team, select a discussion question. Address more questions as time allows
	What do you see as strengths in your secondary science program?	What adult learning is needed to bring 3D science learning to life in your classroom/school/district? What learning experiences would be most impactful?
	What next step would help you move toward justice-focused science learning to your classroom/school/district?	What other adult learning needs/programmatic shifts/use of student voice are needed to actualize this vision?

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Share Out

What are you feeling?	What questions do you have?	How are you going to take action?
Mutual feeling that time to teach elementary science has been a struggle (master schedules make including science very difficult) PD and new adoptions are hard to navigate Discomfort and vulnerability are part of this work	What does implementation look like so teachers can get comfortable using new practices?	Thinking about how to bring student voice in what they are learning about (teachers may be fearful to take this step-focusing on content can feel safer), “Justice” can be a loaded term Look at cultural shifts in math instruction to guide needed shifts in science instruction (adults need experiences with 3D learning to disrupt their schema) Collaboration with social science teachers could help science teachers feel more comfortable facilitating discourse

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NGSS Playbook 2.0

1.0 version

(2016, Andy Byerly and other members of the Oregon Science Leaders)

Planned sections and topics:

Admin Section (1-2 pages)

NGSS 101, Adoption Guidance, Elementary Science, HS Course Sequencing

TOSA/Teacher Section (6-10 pages)

Pedagogy and Curriculum: Discourse, UDL, Literacy and Math Integration (PBL, CER, persuasive essays, data science, standards connections), equitable assessment, NGSS Curricular Components
Agency and Identity: Bias in science, cultural relevance, science identity, taking action with science

2.0 version

(2024, Oregon Science Leaders leadership team)

Jamboard: Guide this project!

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