Organization/Institution
Expectations and opportunities for student learning in science are expanding to involve students in making sense of and addressing real questions and problems in the world around them. At the same time, school districts are seeking innovative ways to support teachers to provide instruction that takes into account students’ perspectives and uses those perspectives to teach science. This project seeks to understand how a large, urban school district implements a practice-based professional learning program for teachers that employs performance assessments as a lever for instructional improvement by eliciting, centering, and advancing students’ thinking in middle school science classrooms.