Reflections from the end:

STEP-uP is near the end of our third year of funding. We have reframed our original sustainability vision into five overarching components which are Assessment, Multi-dimensional Leadership, Science Kits used as the Content Core for Integration of Cross-curricular Standards, Embedded Induction Policies, and On-site Professional Development

Assessment: STEP-uP has developed parallel conceptual and assessment storylines for science kits that include formative constructed responses for subconcepts and a summative embedded performance assessment which builds on already existing activities within each kit. Our five districts will use data from these assessments for district and school accreditation purposes to meet state accountability requirements. District use of STEP-uP assessments ensures the continued use of science kits.

Promoters: supplemental funding from NSF; assessment expert who is a consultant with Grant Wiggins within our community; high participant investment and promotion; serves district purposes-accreditation and standards-based report card format; other Leadership Development components; districts see the power of aligning concepts, instructional activities and assessment and are interested in moving this work to other content areas.

Inhibitors: state focus on literacy and math; an emphasis on high-stakes testing along with a devaluing of classroom-based assessment; high time-commitment to development, pilot, field-test the assessments; continued funding for adequate number of science resource teachers; continued funding to do this work for all kits used in the region.

Multi-dimensional Leadership Development: There are several facets of this component; only four will be highlighted here. First example, a STEP-uP assessment course brings together scientists, science resource teachers, kit trainers, assessment experts, and classroom teachers as equal partners. Their common tasks are to develop and validate the conceptual storyline for a kit, identify existing opportunities to assess, and expand those "opportunities" into rigorous assessments complete with scoring rubrics and exemplars. Putting all participants in the learner role has proven to be a powerful learning force and convinced participants that outcomes are far superior in a collaborative partnership. All groups now have a common vision and language. Second example, twelve elementary principals participate each year in a 90-hour Principals' Institute in which they focus on their "content" of leadership through utilizing the same inquiry strategies that their teachers experience in their science content courses. Because they have experienced the power of inquiry in their own professional lives, these principals become an enduring catalyst for creating a culture of science in their schools. Third example, all lead scientists in STEP-uP content courses have a "junior" scientist ( who often come from institutions that do not have an inquiry-based philosophy), and science resource teacher planning and teaching with them. The lead scientist is an expert in both content and pedagogy. Through this model the "junior" instructor is mentored into becoming the lead instructor who can model content and inquiry pedagogy. STEP-uP uses this same model in developing classroom teachers into Critical Friends mentors and instructors in Instructional Strategy Sessions. Fourth example, STEP-uP has provided scholarships for 81 elementary teachers to complete a Master of Arts-Integrated Natural Science degree at Colorado College; thereby, providing a significant number of teachers with science ed credentials who will provide leadership for years to come.

Promoters: Philosophy of PIs; local experts in science, assessment, classroom implementation, and kits; buy-in is high with this model; superintendent buy-in for high principal involvement; districts' willingness to pay the stipend for science liaison teachers; having enough money to pay both a lead and "junior" instructor.

Inhibitors: time commitments; getting behind-the-scenes support from districts before moving ahead .

Science Kits as content core for cross-curricular standards integration: The focus is first on the use of science as an engaging, motivating core content. The second focus is on enhancing science understandings through the use of science notebooks and graphic representations of science data, and as a result of applying literacy and mathematics in a meaningful context, those skills are also improved.

Promoters: K-5 science kits and refurbishment centers in all five districts; piloted STICS (STandards-based Integrated Curricular Strategies) prior to NSF funding; use of VIPS works as a starting model for the science notebook work; partnering with a math specialist in developing the integration of science and math Instructional Strategy strand; districts are seeing the payoff of integration in their literacy and math test scores.

Inhibitors: high-stakes testing of literacy and math which encourages teachers to teach only literacy and math; purchase of notebooks for students by some districts; different math implementations in each district.

Embedded Induction Policies: Our districts have policies which require new teachers to take STEP-uP kit trainings, mentoring, and other Instructional Strategy Sessions (Tier I components) during the first two years of employment. In addition, four of our five districts have policies in place that allow for STEP-uP Tier I components to also count as state-mandated mentoring and professional develop. Districts currently pay for the STEP-uP kit trainings and districts intend to not only continue funding those, but also to fund Instructional Strategy costs. In addition, conversations have begun regarding continuing some science resource teacher positions by districts contributing funds for those regional positions.

Promoters: prior to NSF funding the region had pulled together to provide kit trainings for new teachers; high quality mentoring and Instructional Strategy Sessions have effected classroom instruction and learning positively, so districts want to share costs to continue them.

Inhibitors: one district's master contract; continued funding of science resource teachers beyond the LSC.

On-site Professional Development: STEP-uP employs a three-tiered differentiated Professional Development model briefly described as Tier I: Induction into Science Reform, Tier II: Science Content/Pedagogy for Experienced Teachers, and Tier III: Leadership Development (Go to www.stepupscience.org. The model has many entry points, depending on teacher expertise, needs, and interests. Attention has been paid to setting up structures within each school that will endure beyond STEP-uP. Those structures include: developing leadership and inquiry skills of school-based classroom teachers who promote science implementation and receive a stipend from the districts; developing school-based facilitators of Critical Friends mentoring in order to create a culture of professional dialogue; as part of the field-based content courses, teachers identify sites near their schools that would further students' real world application or understandings of the science kit.

Promoters: easier for whole staff to take an on-site course; the power of building a culture of continuous improvement.

Inhibitors: scheduling mentoring; before and after-school time constraints; turnover of staff.

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