Science Institute Course Content
Delivery Based on Best Practices in Adult Learning
The Institute's course content is broken down into specific units supported by readings, discussions, and hands-on learning activities that are targeted to the needs of busy school leaders. Teaching methods include case studies, role-playing exercises, and interactive computer-based activities to complement lectures and group discussions.
Learning Objectives Focused on Key Content
Leaders will leave the Institute with new knowledge and skills that will have an immediate impact on science education in their schools and districts.
| Learning Objectives |
- Assess the school's science populations and program.
- Initiate development of an action plan for improved student achievement in science education within the school.
- Describe the current state of science education and the National Science Education Standards.
- Promote the incorporation of instructional standards and best practices into science curricula across all grades.
- Identify potential reforms and best practice models for implementing change and solutions to meet the needs of science education.
- Experience both video and first-hand samples of instruction that utilize the instructional reforms of inquiry, evidence/explanation, and engagement with phenomena.
- Design leadership strategies to promote fair assessments for science curricula.
- Lead educators in creating effective content and instructional practices for science classrooms.
- Generate a set of specific professional development needs for reform-based science teaching.
- Begin planning for excellence in science education by determining the next steps and leadership areas that emphasize effort, achievement, clear expectations, and high standards.
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Tools to Help Leaders and Students Succeed
Most importantly, principals leave the Institute with solutions that help them bolster the performance of their science teachers and students. The Institute is designed to help leaders answer the following questions:
| Key Questions |
- What barriers exist to students' high achievement in science and what instructional methods can overcome these barriers?
- What does fair assessment in science look like?
- How does an instructional leader evaluate practices in science classrooms and recognize high quality science teaching?
- How does an instructional leader promote the importance of providing ongoing opportunities for science literacy throughout the school year?
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