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Final draft of the proposed new CCT science-specific standards: ===// This version will now pass on to internal review against the new draft of the foundation standards. It will also be included in an upcoming analysis survey before final revision. Thank you to all who acted as critical friends in this process. //=== **__ Domain 1: Content and Essential Skills __ ** **Science teachers demonstrate deep understanding of the discipline they teach. In doing this, teachers:** · Exhibit a broad and current knowledge of science, along with in-depth knowledge of one subfield of science, as described by the “Standards for Science Teacher Preparation” (National Science Teachers Association, 2003). · E xplain scientific phenomena and concepts accurately, clearly and in a level of complexity that is appropriate to students’ cognitive development and previous experience. · Understand and support students’ understanding of the inquisitive and empirical nature of science. · Understand and support students’ understanding of the human context of science, including its history, reciprocal relationship with technology, ties to mathematics and impacts on society. · Understand the legal and ethical responsibilities of the science teacher for the welfare of the students, the collection, treatment and uses of living organisms and the storage, maintenance and disposal of materials. ** Science teachers engage ALL students in the learning of science. In doing this, teachers: ** · Explore and identify students’ prior knowledge and possible misconceptions about major science concepts, and use the information to design developmentally appropriate learning activities. · Explore and identify students’ skill levels in literacy, mathematics and technology to inform instructional choices and practices · Consider and accommodate students’ cognitive and physical strengths and limitations during hands-on lab and field activities. · Encourage ALL students to sustain their efforts and interest in the study of science and to explore science-related careers. **3.a Science teachers plan an inquiry-based science program for their students. In doing this, teachers:** · Articulate long- and short-term learning goals and objectives, based on the school science curriculum and the learning needs of the students. · Design learning activities to engage students in rigorous investigations of the relevance of the science they learn to contemporary environmental challenges, technology applications and social issues. · Design authentic science field and lab activities to engage students in exploring science questions and developing in-depth conceptual understanding. · Design performance-based assessments that can be used to facilitate students’ learning, provide insights about their progress and inform instructional choices. · Engage students in and model the skills and dispositions of scientific thinking, as well as the curiosity, openness and skepticism that characterize the practice of science. · Create opportunities for students to critically analyze data and build evidence-based explanations. <span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontsize: 11.0pt; msobidifontfamily: Symbol; msolist: Ignore;">· Explore student’s initial understandings, moving them toward increasingly sophisticated levels of understanding of scientific concepts, claims and arguments. <span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontsize: 11.0pt; msobidifontfamily: Symbol; msolist: Ignore;">· Engage students in the development of scientific literacy, including the use of scientific vocabulary, reading scientific articles, writing science-specific materials, using internet-based information and data bases and using electronic devices for data retrieval, analysis and communication. <span style="font-size: 11pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> **__ Domain 4: Engaging and Motivating Students and Managing Their Behavior to Promote Learning: __** **Science teachers design and manage learning environments that provide students with the time, space, and resources needed for learning science. In doing this, teachers:** <span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontsize: 11.0pt; msobidifontfamily: Symbol; msolist: Ignore;">· Encourage students to work collaboratively, exchange ideas and communicate clearly about natural phenomena and scientific concepts. <span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontsize: 11.0pt; msobidifontfamily: Symbol; msolist: Ignore;">· Structure instructional time so that students are able to engage in rich and extended investigations. <span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontsize: 11.0pt; msobidifontfamily: Symbol; msolist: Ignore;">· Make resources such as lab equipment and materials, print and electronic media and digital tools available to all students. <span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontsize: 11.0pt; msobidifontfamily: Symbol; msolist: Ignore;">· Ensure that all students are informed of and follow safe laboratory practices. **Science teachers utilize challenging and meaningful assessments of science concepts. In doing this, teachers:** <span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontsize: 11.0pt; msobidifontfamily: Symbol; msolist: Ignore;">· Develop assessments that focus on students’ ability to explain, connect and apply science concepts and inquiry skills. <span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontsize: 11.0pt; msobidifontfamily: Symbol; msolist: Ignore;">· Use students’ work samples including lab reports, models, writing samples, presentations and projects to evaluate students’ learning achievement. **Science teachers actively participate in the ongoing planning and development of the science program. In doing this, teachers:** <span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontsize: 11.0pt; msobidifontfamily: Symbol; msolist: Ignore;">· Participate in the development, review and implementation of the district’s science programs. <span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontsize: 11.0pt; msobidifontfamily: Symbol; msolist: Ignore;">· Participate in decisions concerning the allocation of time and resources to the science program. <span style="font-size: 10pt; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontsize: 11.0pt; msobidifontfamily: Symbol; msolist: Ignore;">· Plan and participate in activities designed to increase scientific literacy in the greater community.
 * __ Domain 2: Development and Characteristics of Learners __ **
 * __ Domain 3: Planning and Instruction: __**
 * 3.b Science teachers guide and facilitate learning. In doing this, teachers:**
 * __ Domain 5: Assessing Learning __**
 * __ Domain 6: Professional Responsibilities, Teacher Leadership, and Ethical Conduct __**