ensuring that agreed-upon plans for time, space, and resources are carried out. They must model the behaviors they seek by becoming learners themselves with the teaching staff. They are advocates for the school program in the district and community. They monitor the work of the school and the staff and provide corrective feedback that enhances effective functioning. There are many possible ways to structure a community of learners that reflect the norms and demands described in this standard. However, regardless of the structure, roles and responsibilities must be explicit and accountability clearly assigned.

Changing Emphases

The National Science Education Standards envision change throughout the system. The program standards encompass the following changes in emphases:

LESS EMPHASIS ON

MORE EMPHASIS ON

Developing science programs at different grade levels independently of one another

Coordinating the development of the K-12 science program across grade levels

Using assessments unrelated to curriculum and teaching

Aligning curriculum, teaching, and assessment

Maintaining current resource allocations for books

Allocating resources necessary for hands-on inquiry teaching aligned with the Standards

Textbook- and lecture-driven curriculum

Curriculum that supports the Standards and includes a variety of components, such as laboratories emphasizing inquiry and field trips

Broad coverage of unconnected factual information

Curriculum that includes natural phenomena and science-related social issues that students encounter in everyday life

Treating science as a subject isolated from other school subjects

Connecting science to other school subjects, such as mathematics and social studies

Science learning opportunities that favor one group of students

Providing challenging opportunities for all students to learn science

Limiting hiring decisions to the administration

Involving successful teachers of science in the hiring process

Maintaining the isolation of teachers

Treating teachers as professionals whose work requires opportunities for continual learning and networking

Supporting competition

Promoting collegiality among teachers as a team to improve the school

Teachers as followers

Teachers as decision makers



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