What are key questions that Additionally, principals can: principals should consider during implementation? • 20) 61-66) What kind of professional development is available and • • how do I ensure my teachers and I have access to it? How All parenthetical numbers above refer to pages in the do I know it’s high quality? What NGSS-aligned instructional materials do my teachers • and students need and how do I make sure they get them? How do I know if the materials are high quality? What are some common pitfalls What formative assessments are available to help teachers that can undermine successful • implementation? continually evaluate their students’ learning? How can we connect the NGSS with work we are doing • 35) • to improve teaching and learning in English language arts and math? 35) • Asking standard are you teaching • “Which What can principals do to 58) support implementation? 84) • Focus on what the students are doing first and then • All parenthetical numbers above refer to pages in the think about what the teacher has designed to make that happen; Know the standards enough to identify and provide • feedback on aspects of the dimensions during classroom visits Engage teachers on how the three dimensions are • incorporated into lessons. For more information the NGSS • (Official Homepage of the NGSS) • (National Science Teachers Association) • (STEM Teaching Tools) (National Research Council’s Guide to • Implementing the NGSS) them as • 38-40) 41-46) • 49) • • 70-73) 56, 57) •
What are key questions that principals should consider during implementation? Additionally, principals can: • 20) • What kind of professional development is available and how do I ensure my teachers and I have access to it? How do I know it’s high quality? • What NGSS-aligned instructional materials do my teachers and students need and how do I make sure they get them? How do I know if the materials are high quality? • What formative assessments are available to help teachers continually evaluate their students’ learning? • How can we connect the NGSS with work we are doing to improve teaching and learning in English language arts and math? What can principals do to support implementation? • Focus on what the students are doing first and then think about what the teacher has designed to make that happen; • Know the standards enough to identify and provide feedback on aspects of the dimensions during classroom visits • Engage teachers on how the three dimensions are incorporated into lessons. For more information the NGSS • (Official Homepage of the NGSS) • (National Science Teachers Association) • (STEM Teaching Tools) • (National Research Council’s Guide to Implementing the NGSS) • them as 38-40) • 41-46) • 49) • 70-73) • 56, 57) • 61-66) All parenthetical numbers above refer to pages in the What are some common pitfalls that can undermine successful implementation? • 35) • 35) • Asking “Which standard are you teaching 58) • 84) All parenthetical numbers above refer to pages in the
NGSS%20Principal%20Overview%20-%20TEMPLATE%20for%20States.docx