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Science Professional Development

The K-12 Alliance Science Professional Development programs enhance teacher science content knowledge and pedagogical skills including inquiry-based instruction and formative assessment practices. Programs address the three major disciplines of science-life, earth, and physical for teachers in grades K-12.



Cohort 1: January 2004 through November 2008
Contact: Jo Topps, K-12 Alliance Regional Director and Patricia Alvarez, Montebello Unified School District (alvarez_patricia@montebello.k12.ca.us)
The Montebello Unified School District Teaching Learning Collaborative program was a collaboration among Montebello Unified District, Garvey Unified School, California State University Long Beach, and the K-12 Alliance. A total of 90 teachers received 80 hours of intensive and 24 hours of follow-up professional development. Another 12 teachers were mentored to become teacher leaders in their districts. Teachers of math and science, 45 of each, serviced 5,000 students in grades 4 through 8.

One outcome of the program has been an increase in teachers' content (mathematics and science) and pedagogical content knowledge. Statistically significant gains were made by at least 83 percent (83%) of teachers in all three science content areas (life, physical, Earth). The greatest gains were observed in physical and Earth science. In addition, on average, 50 percent (50%) of teachers made statistically significant gains in their mathematics content knowledge. Furthermore, survey data revealed that teachers successfully integrated the diverse strategies they learned and practiced during the TLC; for example, using the "explore" section of the 5E lesson sequence to elicit student misconceptions and then using questioning strategies to address the misconceptions.

Student achievement in mathematics and science was another outcome of the program. Students whose teachers participated in the program (treatment group) increased their content knowledge in science and mathematics as compared to students in classrooms with non-participating teachers (control group). A greater percentage of students in the treatment group than in the control group achieved the Proficient or Advanced Levels on the CST-Mathematics in 6th through 8th grade. In 2008, a greater number of 8th graders in the treatment group scored at the Proficient level of the CST-Science than the control group. In 5th grade equal number of students in both participating and non-participating teacher's classrooms scored at the Proficient level on the CST-Science, 2008.

Cohort 1: January 2004 through October 2008
Contact: Karen Cerwin, K-12 Alliance Regional Director and Kevin Erickson, Coachella Valley Unified School District (kerickson@coachella.k12.ca.us)
The Partners for Science Opportunities program was a partnership among Coachella Valley Unified School District, Palm Springs Unified School District, Desert Sands Unified School District, California State University at San Bernardino, College of the Desert Community College, and the K-12 Alliance. The program offered 78 teachers 80 hours of intensive and 24 hours of follow-up professional development in science. In order to provide additional support to novice teachers, veteran teachers were partnered with new teachers. An additional 8 teachers were coached to lead professional development efforts in their districts beyond the three-year grant. Approximately 4,402 students in grades 4 through 8 benefited from the program's activities.

The program improved participating teachers' content knowledge of life, physical, and Earth science. The largest growth was observed in life and physical science with teachers answering about 25 percent (25%) more questions correctly from pre-to post-test. In contrast, the smallest growth was observed in Earth science with teachers answering 10 percent (10%) more questions correctly. Teacher participants increased their pedagogical content knowledge as well. In general, teachers demonstrated an enhanced understanding of effective instructional practices. After participation in the TLC, teachers understood the role of conceptual flow in planning a lesson and how linking small ideas to larger ideas facilitates student learning.

Students of participating teachers (treatment group) demonstrated greater science content knowledge when compared to students in classrooms where teachers did not participate in Partners for Science Opportunities (control group). For example, in 2007, 4th graders in the treatment group outscored the control group by 37 percent (37%) on the topic of Electricity and Magnetism. Similarly, 6th grade students in the treatment group outperformed the students in the control group by 32 percent (32%) on the topic of Ecosystems. The smallest gain was observed in 5th grade on the topic of Matter. In addition, in 2008 all participating students increased their science content in the three areas of science listed above from pre-test to post-test.

Cohort 1: January 2004 through October 2008
Contact: Kathy DiRanna, K-12 Alliance Statewide Director and Ed D'Souza, Rialto Unified School District (edsouza@rialto.k12.ca.us)
The Rialto Mathematics and Science Partnership program was an alliance among Rialto Unified School District, San Bernardino County Superintendent of Schools, California State University San Bernardino, University of California, Riverside, and the K-12 Alliance. Professional development activities for 350 teachers were designed in mathematics and science with an intensive and follow-up component comprised of 80 hours and 24 hours, respectively. The K-12 Alliance collaborated in the Science Professional Development, working with 120 elementary (grade 4-5) science teachers. Another 3 teachers were trained to be facilitators of the Teaching Learning Collaborative, thus building the district's capacity in providing support services to their teachers. Approximately 3,000 4th and 5th grade students received program services in science.

The program successfully increased teachers' content knowledge in science as demonstrated on pre-assessment and post-assessment scores. In the area of pedagogical content knowledge, teachers reported that they were more confident about implementing instructional strategies after participating in the TLC. For example, teacher participants who attended the Science Institute had an above average confidence in their understanding of standards-based instruction.

The program also successfully increased students' academic achievement in science. An analysis of CST gains indicated a positive trend in the percentage of participating students who scored Proficient or above from 2004 to 2008, with 26 percent (26%) more 5th graders scoring at the Proficient level in 2008 than in 2004.

Cohort 2: January 2005 through September 2008
Contact: Rita Starnes, K-12 Alliance Regional Director and Terry Sayre, Tulare Unified School District (tastulare@comcast.net)
The Bringing Excellent Science to Tulare through Teaching Learning Collaboratives (BEST through TLCs) involved multiple partners including the Tulare City Schools, Buena Vista Oak Valley, Palo Verde, Pixley, Tripton, and Sundale Unified School Districts, as well as Fresno City College, California State University, Fresno, and the K-12 Alliance. The program provided 80 hours of intensive and 36 hours of follow-up professional development support to 54 teachers in grades 4 through 8 and served 11, 000 students. The districts' capacity to continue providing support services in science was increased by preparing 6 teachers to be lead teachers to carry on the work started by the program.

On the whole, teacher participants increased their science content knowledge in three areas: life, physical and Earth science. In the course of the three-year program, 100 percent (100%) of teachers had statistically significant gains from a pre-to a post-test in the area of life science. In addition, follow-up assessments demonstrated that the overwhelming majority of teacher participants retained the content knowledge they learned after one year had elapsed. In the area of pedagogical content knowledge, teachers also reported an enhanced understanding of best practices. For instance, teachers were more likely to use student responses and their work as evidence of student understanding as a result of participating in the TLC. Teacher participants also reported a change in their teaching practice to incorporate the use of evidence to support student learning.

Both local benchmarks created by the district, as well as CST student data, demonstrate that students of teacher participants excelled in science. Students of teacher participants outscored students whose teachers were not program participants in grades 5 through 8, but not 4. CST-Science assessment data for grades 5 and 8 also show that participating teacher students dramatically outperformed students of non-teacher participants. For instance, 16 percent (16%) more students of teacher participants scored at the Proficient level from 2007 to 2008. The percentage of students of non-participating teachers that scored at the Proficient level decreased by12 percent (12%) from 2007 to 2008.

Cohort 2: January 2005 through September 2008
Contact: Kathryn Schulz, K-12 Alliance Regional Director and San Diego Science Resource Teacher (kschulz1@sandi.net)
The Novice and Expert Teachers' Science Teaching Enhancement Partnership (NEXT STEP) was a collaboration among San Diego City Schools, San Diego State University, and the K-12 Alliance. The K-12 Alliance provided leadership training for 15 teacher leaders. Professional development was provided to 60 teachers in grades 6 through 8, 80 hours of intensive and 24 hours of follow-up support services. In addition, 5 teachers were coached and mentored to develop quality science programs at their schools. The 7,200 students of the teacher participants benefited from their teacher's enhanced knowledge in both pedagogy and content.

Cohort 2: January 2005 through September 2008
Contact: Diane Carnahan, K-12 Regional Director and John Coakley, Lodi Unified School District (jcoakley@lodiusd.net)
The Partnership for Student Achievement was a collaborative effort among Lodi Unified School District, University of the Pacific, Delta Community College, San Joaquin County Office of Education, and the K-12 Alliance. A total of 76 teacher participants benefited from a professional development program with intensive (80 hours) and follow-up (24 hours) components. Another 4 teachers were trained to carry on the professional development activities in the district after the funding ended. Among the 2,500 students who benefited, 6th, 7th, and 8th graders focused on mathematics (40 teachers) and 4th and 5th graders focused on science (36 teachers).

By the end of the final year of the program, teacher participants had achieved their goal of enhancing their understanding of mathematics and science. Participating 4th and 5th grade teachers demonstrated statistically significant gains in their science content knowledge from pre- to post-test. Likewise 6th, 7th, and 8th grade teachers also showed a statistically significant increase in their mathematics content knowledge. Enhancing teachers' pedagogy was another goal for both math and science teachers. Teachers reported an increase in their understanding and use of instructional practices learned in their TLC team. Teacher participants implemented best practices, such as using questioning to help students consider alternative methods for solutions, engaging students in math activities using concrete materials, and asking students to explain concepts to one another.

Students of participating teachers (treatment group) improved their academic achievement on a yearly basis. CST scores in mathematics and science were compared between the treatment group and control group (students of non-participating teachers). In 2005, students in the treatment group outperformed students in the control group in the CST-Mathematics for 6th and 7th grades. However both the 8th grade control and treatment groups in mathematics did not show any gains in their CST-Mathematics scores. In science, 4th graders in the treatment group outscored 4th graders in the control group on a local assessment for Earth science in 2006. Likewise, in 2007, the 5th grade students in the treatment group outperformed the 5th grade students in the control group on the CST-Science.

Cohort 2: January 2005 through November 2008
Contact: Jo Topps, K-12 Regional Director, Greta Smith, Garvey Teacher and K-12 Alliance Regional Director, and Anita Chu, Garvey Unified School District (chu@garvey.k12.ca.us)
The Teaching Learning Collaborative program was an alliance among the Garvey Unified School, California State University Long Beach, and the K-12 Alliance. A total of 43 teachers (grades 4-8) received 80 hours of intensive and 24 hours of follow-up professional development services. Another 8 teachers were mentored to take on leadership roles in the district and provide professional development services to other teachers in the district that did not participate in the program. Approximately 2,500 students in 4th through 8th were involved in the program.

After every summer institute, teacher participants acquired a greater level of content knowledge in science and mathematics from pre-to post-test. For example, in year one, 92 percent (92%) of teachers had a significant gain in their life science score. Similarly, in year two, 87 percent (87%) of teachers had a gain in their physical science score. Finally, in the third and final year, 100 percent (100%) of teachers had a significant gain in their Earth science. In mathematics, 71 percent (71%) of teachers made a significant gain in their score from pre-assessment to post-assessment in 2007. On a survey teachers reported that they had changed some of their instructional practices as a result of their experience in the TLC. In particular, after five TLC cycles, participating teachers used student work and student responses to guide instruction.

In general, students experienced a positive growth with respect to their science achievement. Students in classrooms of teacher participants (treatment group) demonstrated a greater increase on science content assessment post-tests than students whose teachers were non-program participants (control group). For instance, in 2006, students in the treatment group outperformed students assigned to the control group in the area of Investigation & Experimentation (5th grade) and Evolution (7th grade). Equally, 4th and 6th graders in the treatment group outscored their counterparts in the control group on the topics of Rocks & Minerals and Plate Tectonics, respectively. It was not possible to collect or report on student achievement data in mathematics.

Cohort 3: January 2006 through September 2009
Contact: Jody Skidmore Sherriff, K-12 Alliance Regional Director and David Pummill, Marysville Joint Unified School District (dpummill@mjusd.net)
The Science Success for All was a mutual endeavor of the Marysville Joint Unified School District, Yuba College, William Jessup University, Bridegeport Science Center, and the K-12 Alliance. The 45 teacher participants serviced 4th, 5th and 6th graders and received 60 hours of intensive and 24 hours of follow-up support services through various professional development activities. Additional teachers participated in a leadership preparation program that developed and enhanced their group facilitation skills to continue working with teachers who were interested in partaking in a professional learning community. The program served 1,350 students.

In general, over 96 percent (96%) of participating teachers demonstrated statistically significant gains in their science content knowledge from pre-test to post-test. Science topics included ecosystems, human body systems, and energy. One year later, September of 2008, 90 percent (90%) of teacher participants retained what they had learned during the summer of 2007. After participating in multiple cycles of the TLC, teachers reported changes in their teaching practices by incorporating several best practices including: 5E lesson design based on a conceptual flow, and examining student work.

Overall, students in classrooms of teacher participants also improved their achievement in science as exemplified by pre-test to post-test gains in scores. The greatest gains were observed in Earth science with 4th graders gaining 6 percentage points, 5th graders increasing their score by 25 percentage points, and 6th graders augmenting their score by 14 percentage points. In addition, the number of students who could only answer a few questions on the pre-test decreased by 31 percent (31%) at the post-test. The lowest-performing students answered a greater number of questions correctly at post-test than on pre-test.

Cohort 3: January 2006 through September 2009
Contact: Cindy Anderson, K-12 Alliance Regional Director and Vista Unified School District (canderson@vusd.k12.ca.us)
The Vista Improving Mathematics and Science program was a collaboration among Vista Unified School District, Grant Middle School in Escondido Unified School District, California State University, San Marcos, Palomar Community College, and the K-12 Alliance. A total of 72 teachers received 100 hours of intensive and 30 hours of follow-up professional development activities. Of the 5,000 students who benefited from their teacher's participation in the program, 4th and 5th graders focused on science (34 teachers) and 6th, 7th, and 8th graders focused on mathematics (36 teachers). Additionally, 8 teachers were trained to work with teacher leaders to build the districts' capacity to deliver support services to those who did not benefit from program participation.

The program success is apparent in the number of teachers that increased their content knowledge in science or math. In science, 100 percent (100%) of teacher participants made statistically significant gains from pre-test to post-test in the area of electricity & magnetism (2006), chemical & physical changes (2006), and rocks, solar energy, & weather patterns (2007). In mathematics, 72 percent (72%) of teacher participants made statistically significant gains from 2007 to 2008, compared to 60 percent (60%) of non-participating teachers. Additionally, teacher participants were more likely to use proven instructional strategies after having completed several TLC cycles. Many teachers communicated that they were more confident in integrating multiple strategies; for instance, teachers noted that they used student work to inform their redesign of lessons.

Student learning in science and mathematics was also enhanced during the program. Students of teacher participants in grade 5 showed a statistically significant increase in science achievement on a local benchmark from pre-test to post-test. In addition, these same students outperformed students from classrooms whose teachers had not participated in the program on the 5th grade CST-Science. In mathematics, students also successfully scored higher on the post-test, as well as the CST-Mathematics. For instance, 7th and 8th graders in participating teachers' classrooms outperformed the students in classrooms of non-participating teachers on the CST-Mathematics.

Cohort 4: January 2007 through September 2010
Contact: Jody Skidmore Sherriff, K-12 Alliance Regional Director and Olga Clymire, Lake County Office of Education (olganc@pacific.net)
The Learning Activities through Kelseyville's Exemplary (LAKE) Science Collaborative is a multiparty project including Lake County Office of Education, five local school districts, Sonoma State University, University of California, Davis, and the K-12 Alliance. Each of the 30 participating teachers is receiving instructional support services in the form of 80 hours of intensive and 24 hours of follow-up professional development activities. The additional 9 teachers who are being coached to facilitate the Teaching Learning Collaborative will continue to deliver these services to other teachers in the district, once the funding for the grant terminates. The program serves 960 students in grades 4-6.

To date, participating teachers have successfully increased their science content knowledge and are implementing instructional practices that enhance student learning. Teachers showed statistically significant gains in their understanding of concepts in Earth science compared to a group of non-participating teachers. Teacher participants stated that before they had participated in the TLC they had not attended to student's misconceptions. In general, teachers have become increasingly confident and competent in understanding students' misconceptions, as well as how to use them to guide instructional decisions.

The majority of students in participating teachers' classrooms improved their academic achievement in science. The performance from pre-test to post-test of the treatment group (students whose teachers participated in the program) was compared to the control group (students whose teachers did not participate in the program). On the topic of Earth science, 4th and 6th grade students in the treatment group outperformed 4th and 6th grade students in the control group. The positive difference in scores in the treatment group when compared to the control group was statistically significant. At the 5th grade level there was no difference in test scores between students in the treatment and control group.

Cohort 6: January 2009 through September 2012
Contact: Rita Starnes, K-12 Alliance Regional Director and Jennifer Weibert, Kings Canyon Unified School District (weibert-j@kcusd.com)
The Kings Canyon Unified School District Science Project program is a mutual partnership among Kings Canyon Unified School District, Sanger Unified School District, California State University Fresno, Fresno City College, and the K-12 Alliance. The professional development activities designed for the 45 teacher participants include 60 intensive hours and 24 follow-up hours. In order to continue the work started by the program, 6 teachers are being mentored to lead others in collaborative lesson planning and implanting. There are 3,076 students in grades 3-8 currently being serviced by this program.

At the moment there is no evaluation data to report. The first evaluation report should be finalized by December of 2009.

California Postsecondary Education Commission (CPEC) Grants

The California Postsecondary Education Commission (CPEC) for Improving Teacher Quality (ITQ) State Grants Program funds institutes of higher education to work with school districts in improving teaching and learning. Currently, the K-12 Alliance is a collaborative partner in the following grants:

Contact: Jo Topps, K-12 Alliance Regional Director, William Straits, California State University Long Beach (wstraits@csulb.edu) and Pat Alvarez, Montebello USD
The Bell Gardens Science Partnership involves the Bell Gardens Elementary School, which is part of the Montebello Unified School District, California State University, Long Beach, and the K-12 Alliance. The goals of the project are centered on teachers, students, and parents and are targeted to grades K-4. Teachers have an opportunity to increase their science content knowledge, as well as enhance their pedagogical content knowledge through their participation in the Teaching Learning Collaborative (TLC).

The project's activities focus on providing instructional support in order for their students to not only improve their academic skills in science, but also develop their English language proficiency. A child's academic success is many times impossible without a parent; therefore, the project also provides opportunities for parents to participate in science activities alongside their children during community science events.

This project provides professional development support to 50 teachers reaching 1,000 students, K-4. Teachers participate in a 2-week long summer institute, 3 TLC cycles, and 8 days of collaboration. The focus of all professional development activities is on science content and instructional practices that yield student learning in science and English language development.

Contact: Jo Topps, K-12 Alliance Regional Director, Dr. Susan Gomez-Zweip, California State University, Long Beach (sgomezwp@csulb@csulb.edu), and Pat Alvarez, Montebello USD
The K-2 Teaching Learning Collaborative is a partnership among Montebello Unified School District, Garvey Unified School District, and California State University, Los Angeles. The main thrust behind the grant is to create a collaborative professional learning community. In this type of setting, early elementary grade teachers work through the myriad of challenges associated with teaching young students whose first language is not English. Early elementary teachers have the opportunity to learn science content as the foreground in designing lessons that build children's English proficiency.

As a result of the project's activities, teachers are increasing their science content knowledge and their repertoire of instructional practices that integrate literacy and science. Moreover, elementary school students are also improving their academic achievement in science.

This project provides professional development support to 32 teachers and is reaching 600 students, K-2. Teachers participate in a 10-day Facilitator Academy, where they learn how to facilitate a team of teachers through a lesson study. In addition, teachers attend an 11-day Academy, where they learn science content during a 5-day summer institute, and then participate during 3 TLC cycles during the school year (6 days). The project's activities are designed to impact a teacher's attitude and self-efficacy in science and literacy.

Contact: Jody Skidmore Sherriff, K-12 Alliance Regional Director, Dr. Greg Potter, University of the Pacific (gpotter@pacific.edu) and Dr. Gay Todd, Marysville USD
Newly funded (Fall 2009), the Reading Plus Science Equals Science Success brings together the expertise of professors from the University of the Pacific and science educators from the K-12 Alliance to work with middle school teachers in the Marysville Joint Unified School District. Together these three stakeholders are addressing the instructional needs of English learners. The goals of the program focus on enhancing teachers' ability to develop and implement learning opportunities that integrate science and literacy while increasing their knowledge in science content and related pedagogical strategies.

Participating teachers work in teams, comprised of a science, language arts, and English language development teacher. Each team develops inquiry-based science lessons that infuse reading and writing strategies to increase student achievement in science, reading comprehension, and writing skills.

All teachers participate in more than 80 hours of professional learning, which includes content and pedagogical content knowledge-oriented summer institutes and the Teaching Learning Collaborative where teachers apply the knowledge they gained during the summer institutes to lesson design with a focus on reading and writing, as well as students' understanding of science.