Portfolio and Sample Artifacts
Artifacts are in Green
| Principled Procedures for Science Curriculum Decision Making and Possible Artifacts to Demonstrate Competency |
| Pedagogical Principled Procedures |
1. Teachers plan alone and with colleagues
within and across disciplines and grade levels. They plan inquiry-based
science programs for students by developing yearly and shorter term plans
with students based on their interests, knowledge, understanding, abilities,
and experiences. They select educational and assessment strategies to support
student's development of science understandings in a nurturing community
of science learners.
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2. Teachers facilitate learning by modeling
skills of scientific inquiry and attitudes such as
curiosity, openness to new ideas and data, and skepticism in their interactions
with students to show students how to focus inquires and discourse about
scientific ideas and challenge them to accept responsibility and full participation
for their understanding of science.
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3. Teachers assess their teaching.
They continually and systematically gather data of their teaching actions
and in-actions from personal, student, and colleague observations. They
inquire, analyze, reflect on the data, and draw conclusions to guide future
actions and in-actions to improve students' understanding and ability.
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4. Teachers assess students. They continually
and systematically gather data on students through multiple methods with
their own, students and colleagues’ observations of students’
actions and in-actions as they relate to their understandings. They analyze
the information alone, with students, and colleagues and make recommendations
to help students set and achieve goals, assess them, and report their progress
to teachers, parents, and other interested people.
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5. Teachers design and manage learning environments
with students so that time is available for safe extended meaningful investigations
to help students learn scientific inquiry methods with a variety of tools
in a variety of environments. In a manner that also nurtures positive dispositions
and conceptual understandings of science content and perspectives of science
by all students.
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6. Teachers develop communities of science
learners that reflect the intellectual rigor of scientific inquiry and
the attitudes and social values conducive to science learning by requiring
respect for diverse ideas, skills, and experiences of all students. Allow
students to make decisions about the content and context of their work.
Require students to take responsibility for the learning of all members
of the community by nurturing collaboration among students, structuring
experiences to help students increase theirs and others scientific communication
abilities, and appreciation for the skills, attitudes, and values of scientific
inquiry.
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| Professional Principled Procedures |
1. Teachers actively participate in the development
of a K-12 school science program through truly
democratic means that seek appropriate allocation of time, resources
for planning and implementing a science program, professional development,
and ongoing program evaluation.
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2. Teachers actively investigate and reflect
on science topics that are significant to the participants in the science
field; using scientific methods to expand the teacher's science
knowledge and ability to generate further knowledge while at the same
time understand different perspectives of science and maintain positive
attitudes towards science.
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3. Teachers integrate knowledge of science,
learning, pedagogy, and students so that science learning can be integrated
with all aspects of science, different disciplines, and generalized to a
variety of real life situations.
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4. Teachers develop professionally alone
and with colleagues an appreciation for lifelong learning and professional
development through research and experiential knowledge to validate and
generate new knowledge about how students learn science and teachers can
facilitate that learning.
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Dr. Robert Sweetland's Notes ©