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The adoption and implementation of the Next Generation Science Standards (NGSS) require significant shifts in how K-12 science teachers implement instruction and in the ways that science teacher educators prepare future science teachers. The use of anchoring phenomena to drive instruction is one of these significant shifts. However, identifying phenomena that anchor K-12 student learning and support students in developing conceptual understanding while aligning with the NGSS Performance Expectations can be challenging for teachers, especially for preservice teachers (PSTs). This paper outlines the development and implementation of the ASET Phenomenon Tool (Phenomenon Tool) by a group of science education faculty in a networked improvement community (NIC). The Phenomenon Tool aims to help PSTs identify and evaluate student-centered NGSS phenomena. Based on data collected over five academic years, we have found that more PSTs were able to identify a phenomenon after the NIC faculty implemented the Phenomenon Tool in their science methods courses. In this paper, we also present the PSTs’ alternative concepts about phenomena and their weaknesses in describing phenomena. The strategies and possible activities for the use of the phenomenon tool with teachers are discussed at the end. 

Classroom-based teacher leaders assume a variety of roles includ- ing being a model of effective instruction and supporting others to improve instruction. However, some teachers may be reluctant to engage in novel pedagogies. In working with 34 experienced tea- chers in their final year of a teacher leadership fellowship, we developed a rehearsal activity toward the co-creation of principles for supporting reticent colleagues. Using thematic content analysis, we analyzed rehearsal scripts and subsequent discussion. We exam- ined what their rehearsals revealed about their perspectives on supporting reticent colleagues and how rehearsals can be used to build knowledge for leadership practice. We found evidence that considering realistic scenarios through scripting and rich discussion was a useful approach for supporting emerging leaders. Teacher leaders drew on their expertise to collectively develop three guid- ing principles for supporting reticent colleagues. We re-envisioned rehearsals to leverage the knowledge of experienced teachers and identified four components of effective rehearsal for building net- worked expertise. 

Retrieved 4/19.23, from the AERA Online Paper Repository