NGSS Science Teacher Preparation programs
NSTA has recently voted to replace and update the 2003 Standards for Science Teacher Preparation. These Standards were submitted to NCATE Specialty Areas Study Board (SASB) in October 2011 for NCATE approval. The new standards align well with the conceptual framework of NCATE and the SASB principles, and they will allow programs to continue with their current data collection with minor changes. NSTA will accept reports and data based upon the new standards in the fall of 2012. The last time to accept reports under the 2003 Preservice Standards will be spring 2014. All reports submitted in the fall of 2014 will have to be completed with two administrations of instruments using the 2012 NSTA Preservice Standards.
Effective teachers of science understand and articulate the knowledge and practices of contemporary science. They interrelate and interpret important concepts, ideas, and applications in their fields of licensure
Effective teachers of science understand how students learn and develop scientific knowledge. Preservice teachers use scientific inquiry to develop this knowledge for all students
Effective teachers of science are able to plan for engaging all students in science learning by setting appropriate goals that are consistent with knowledge of how students learn science and are aligned with state and national standards. The plans reflect the nature and social context of science, inquiry, and appropriate safety considerations. Candidates design and select learning activities, instructional settings,and resources--including science-specific technology, to achieve those goals; and they plan fair and equitable assessment strategies to evaluate if the learning goals are met.
Effective teachers of science can, in a P-12 classroom setting, demonstrate and maintain chemical safety, safety procedures, and the ethical treatment of living organisms needed in the P-12 science classroom appropriate to their area of licensure
Impact on Student Learning
Effective teachers of science provide evidence to show that P-12 students’ understanding of major science concepts, principles, theories, and laws have changed as a result of instruction by the candidate and that student knowledge is at a level of understanding beyond memorization. Candidates provide evidence for the diversity of students they teach.
Professional Knowledge and Skills
Effective teachers of science strive continuously to improve their knowledge and understanding of the ever changing knowledge base of both content, and science pedagogy, including approaches for addressing inequities and inclusion for all students in science. They identify with and conduct themselves as part of the science education community