Thread by @dyereliz

I'm at the "Examining Successes and Challenges From Five Different Science Teacher Professional Development Projects Around the Next Generation Science Standards" session at #AERA19. Will do some live tweeting.

First up, @synthesizer17 and @SarahAMichaels1 share work with the @NGSXproject Professional development. #AERA19

@synthesizer17 Today's presentation looks at the virtual study groups that support teacher agency. #AERA19

@SarahAMichaels1 Findings show that the PD supports teacher agency, and facilitation moves that support it. #AERA19

@SarahAMichaels1 shares future questions and work. #AERA19

@SarahAMichaels1 Next, @GinaTeso shares work from @AcesseProject on co-design, "Using Expansive Co-Design Practices to Promote Equity and Coherence" #AERA19

@GinaTeso Project commitments around designs for NGSS, and the co-design process. In practice, the co-design process isn't linear, and instead, the elements are used in complex and strategic ways to support design. #AERA19

@GinaTeso analysis focuses on the tensions and alignments in the co-design process.

@GinaTeso shows the framework for the co-design process. So much to dig into here!! #AERA19

@GinaTeso conclusions from their analysis of the co-design process.

Next, @SciEdHenry shares work on partnering with districts for co-design to support teacher learning. #AERA19

@SciEdHenry much of the knowledge exchange perspectives on solving problems of practice often don't recognize and use teachers' expertise in the process. This project works to counter these types of interactions by using DBIR and situative professional learning. #AERA19

@SciEdHenry: the project aimed to understand how researchers and educators co-designed professional learning, with an emphasis on equity through the SPEC partnership. #AERA19

@SciEdHenry: the focus of the design had four main elements to support teacher practice. #AERA19

@SciEdHenry shares the rich sources of data to inform implementation. Different kinds of data lead to different kinds of support and co-design practices. This rich array is important for supporting the complexities of implementation. #AERA19

@SciEdHenry: through practical measures, we found that the teachers weren't using the discourse strategies similarly over time. All class talk dominated discourse in classrooms. The partnership got together to co-design supports for other discourse, like small group talk. #AERA19

@SciEdHenry After co-design and use of new tools, teachers reported that discourse was the most common theme that teachers reported in change in their instruction. #AERA19

@SciEdHenry shares lessons learned, and emphasizes the importance of thinking of co-design as a PROFESSIONAL activity. We can't be prescriptive in the way that NGSS gets taken up, we have to recognize the professionalism of educators. #AERA19

Next, Suzie Loper shares work with the Lawrence Hall of Science around using educative curriculum materials to solve the NGSS PD scaling problem. #AERA19

Materials were designed to support teachers' PCK about argumentation. Provide information on student thinking and instructional strategies. Also includes add-on support of teacher notes that provide things like a rationale behind the design. #AERA19

Study finds positive impact of educative curriculum materials, but multimedia design elements did not have the impact expected. #AERA19

Critical moment for NGSS, with states and districts imminently adopting curriculum, but lack of PD for elementary and middle school science teachers, referencing the new @NSSMEatHRI results during the heart of NGSS. #AERA19

Suzy Loper's ideas on how to blur the lines between curriculum and PD. Some great things to pursue in future work! #AERA19

Finally, @ProfCrnkypants shares 3-years of partnership work with a district around NGSS PD. Worked with teachers identified as lead teachers at the middle and high school level. #AERA19

@ProfCrnkypants PD structure over the 3 years. Teachers chose a unit or topic and an SEP to focus on in their "lesson study" cycle. #AERA19

@ProfCrnkypants Shifting focus over 3 years. As teachers had opportunities for students' epistemic agency, their ideas would be shared, which would lead to a need to support discourse. Finally, the need for thinking about curriculum and assessment would come up as well. #AERA19

@ProfCrnkypants 4 main pillars that teachers struggled with in enacting NGSS. PD needs to focus on supporting teachers in these aspects. The pillars come from prior research, reflections from the PD facilitator team, and research data collection. #AERA19

@ProfCrnkypants: planning for coherence includes lessons that are linked clearly to each other, and to a clear anchoring phenomenon. These two aspects work together. The team examined lesson plans to see explicit evidence of connections, and it increased with PD. #AERA19

@ProfCrnkypants: For framing with clear aims, activities should be clearly framed in terms of progress in understanding the anchor phenomenon, and students' roles in activities should be clearly framed and negotiated. Appears to increase with PD. #AERA19

@ProfCrnkypants shares current conclusions. As teachers understand the purpose of phenomena, coherence improves. It's hard to frame things clearly for students if you can't see things from their perspective. Underlying ideas & experiences of teaching and learning matter. #AERA19

@ProfCrnkypants And now questions. Susan Yoon: One of the most innovative things about NGSS is that learning is 3D. How do you know that all of your PD has enacted high-quality 3D instruction? What is your evidence of learning? #AERA19

Loper: CCCs are hard for all of us. Phenomena may be a more accessible entry point for teachers, and the 3D will follow.

@ProfCrnkypants acknowledges he's a CCC skeptic. Agrees that it's hard to think about what instruction is supposed to look like. I think that model curriculum can be an important way to develop vision. #AERA19

@ProfCrnkypants We should be thinking about diffusion instead of scale. #AERA19

@SciEdHenry We've seen high quality instruction with our teachers in Seattle, even if they don't include CCCs. Including interest and identity, as additional dimensions, has been important work that also reflects high-quality instruction. #AERA19

@GinaTeso EdReports has been helpful to think about CCCs. There are instances where CCCs are used to understand DCIs, but less evidence of DCIs used to help understand the CCCs. There is room for improvement here. #AERA19

@SarahAMichaels1 Centering our focus on phenomena, modeling, and argumentation has been powerful. We've seen value of CCCs as lenses that come out of that. #AERA19

@SarahAMichaels1 We're all committed to solving the problem that most teachers don't have access to high-quality PD. The support during enactment is important, but we haven't figured out how to support this part in a scalable way. #AERA19

Next Q: Now that NGSS is not an imagined future, what are ways that we can share video of teachers and their experiences? #AERA19

@SarahAMichaels1 I think there's something to the finding that viewing exemplary video resulted in lower teacher self-efficacy. Some things could create problems for teachers. It's not clear what the value of making these videos educative are. #AERA19

@SciEdHenry I'm struggling with this idea that we can create things that can model good practice for teachers. Maybe we need to rethink supports for teachers. I understand the urgency, but we may need to give teachers time to make changes. Not expect immediate change. #AERA19

Susan Yoon: I disagree. There's a whole practice-based teacher education tradition. We see teachers implementing after face-to-face PD, but we see less impact with online versions. #AERA19

@ProfCrnkypants It is a problem that we all don't know what each other is doing. Supporting ongoing teacher learning, I don't think that we have that. The @AcesseProject seems to be the closest space for that now. We should use each other's tools. #AERA19

@GinaTeso Modeling the process of professional learning enabled me, as a teacher, to continue to improve and grow. #AERA19

One question I had for all the presenters is how negotiate the immense and complex web of data sources for studying implementation, particularly at larger scales? It seems like a lot of the nuance and important finding would be lost in data easier to collect at scale. #AERA19

How can we get better at sharing data, instruments, and analytical procedures to have our work speak more directly to one another, but also keeping the work relevant and adapted to particular contexts? @SciEdHenry @GinaTeso @ProfCrnkypants @SarahAMichaels1 @synthesizer17 #AERA19