Key points:
Although the Next Generation Science Standards (NGSS) were released more than a decade ago, adoption of them varies widely in California. I have been to districts that have taken the standards and run with them, but others have been slow to get off the ground with NGSS–even 12 years after their release. In some cases, this is due to a lack of funding, a lack of staffing, or even administrators’ lack of understanding of the active, student-driven pedagogies championed by the NGSS.
Another potential challenge to implementing NGSS with fidelity comes from teachers’ and administrators’ epistemological beliefs–simply put, their beliefs about how people learn. Teachers bring so much of themselves to the classroom, and that means teaching in a way they think is going to help their students learn. So, it’s understandable that teachers who have found success with traditional lecture-based methods may be reluctant to embrace an inquiry-based approach. It also makes sense that administrators who are former teachers will expect classrooms to look the same as when they were teaching, which may mean students sitting in rows, facing the front, writing down notes.
Based on my experience as both a science educator and an administrator, here are some strategies for encouraging both teachers and administrators to embrace the NGSS.
For teachers: Shift expectations and embrace ‘organized chaos’
A helpful first step is to approach the NGSS not as a set of standards, but rather a set of performance expectations. Those expectations include all three dimensions of science learning: disciplinary core ideas (DCIs), science and engineering practices (SEPs), and cross-cutting concepts (CCCs). The DCIs reflect the things that students know, the SEPs reflect what students are doing, and the CCCs reflect how students think. This three-dimensional approach sets the stage for a more active, engaged learning environment where students construct their own understanding of science content knowledge.
To meet expectations laid out in the NGSS, teachers can start by modifying existing “recipe labs” to a more inquiry-based model that emphasizes student construction of knowledge. Resources like the NGSS-aligned digital curriculum from Kognity can simplify classroom implementation by providing a digital curriculum that empowers teachers with options for personalized instruction. Additionally, the Wonder of Science can help teachers integrate real-life phenomena into their NGSS-aligned labs to help provide students with real-life contexts to help build an understanding of scientific concepts related to. Lastly, Inquiry Hub offers open-source full-year curricula that can also aid teachers with refining their labs, classroom activities, and assessments.
For these updated labs to serve their purpose, teachers will need to reframe classroom management expectations to focus on student engagement and discussion. This may mean embracing what I call “organized chaos.” Over time, teachers will build a sense of efficacy through small successes, whether that’s spotting a studentconstructing their own knowledge or documenting an increased depth of knowledge in an entire class. The objective is to build on student understanding across the entire classroom, which teachers can do with much more confidence if they know that their administrators support them.
For administrators: Rethink evaluations and offer support
A recent survey found that 59 percent of administrators in California, where I work, understood how to support teachers with implementing the NGSS. Despite this, some administrators may need to recalibrate their expectations of what they’ll see when they observe classrooms. What they might see is organized chaos happening: students out of their seats, students talking, students engaged in all different sorts of activities. This is what NGSS-aligned learning looks like.
To provide a clear focus on student-centered learning indicators, they can revise observation rubrics to align with NGSS, or make their lives easier and use this one. As administrators track their teachers’ NGSS implementation, it helps to monitor their confidence levels. There will always be early implementers who take something new and run with it, and these educators can be inspiring models for those who are less eager to change.
The overall goal for administrators is to make classrooms safe spaces for experimentation and growth. The more administrators understand about the NGSS, the better they can support teachers in implementing it. They may not know all the details of the DCIs, SEPs, and CCCs, but they must accept that the NGSS require students to be more active, with the teacher acting as more of a facilitator and guide, rather than the keeper of all the knowledge.
Based on my experience in both teaching and administration roles, I can say that constructivist science classrooms may look and sound different–with more student talk, more questioning, and more chaos. By understanding these differences and supporting teachers through this transition, administrators ensure that all California students develop the deeper scientific thinking that NGSS was designed to foster.
