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ERIC Number: EJ1291144
Record Type: Journal
Publication Date: 2021-Feb
Pages: 5
Abstractor: ERIC
ISSN: ISSN-0276-928X
With New Science Standards, Coaching Is Key
Andersson, Justin; Sitzman, Daniel; Arneson, Amy; Gandhi, Elizabeth
Learning Professional, v42 n1 p44-48 Feb 2021
As the world races to combat a pandemic, slow climate change, and solve many other public health challenges, it is clear that developing young people's scientific knowledge should be an urgent priority in schools. The goal of the Next Generation Science Standards (NGSS) is to foster scholars and citizens who can think critically and creatively to address such problems and contribute to other scientific advances. The standards are based on "A Framework for K-12 Science Education" (National Research Council, 2012) and its vision to actively engage students over multiple years of school in three dimensions of science learning: (1) scientific and engineering practices; (2) the application of crosscutting concepts to deepen student understanding; and (3) mastery of disciplinary core ideas (National Research Council, 2015). But many schools have struggled to implement the standards. With inquiry-based teaching, teachers support students and students support each other in understanding their work instead of students being asked to complete tasks on their own. In Omaha Public Schools in Nebraska, district science leaders turned to a form of instructional coaching called transformational coaching to complement and deepen other professional learning experiences while supporting the implementation of science standards. This article discusses what transformational coaching is and its impact on teachers in the classroom.
Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 800-727-7288; Fax: 513-523-0638; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Nebraska (Omaha)