Sample projects
Teacher learning needs
Through self-reflection, goal setting, and pedagogical strategies, we shifted pedagogy across a large high school science department to more NGSS-aligned approaches.
A large science department was interested in implementing Next Generation Science Standards and wanted to make their professional learning community time more productive. Administrators and teacher leaders observed multiple classrooms and used a provided tool to determine coaching suggestions for the teachers. Subsequently, teachers worked with leaders to establish personalized professional learning goals and achievement metrics based on student experiences and artifact of learning.
Curriculum Development
By combining the best components of several curriculum development strategies, we empowered teachers to advance their curriculum development skills.
A variety of research-supported curriculum development tools were presented to groups of secondary science teachers. Following a four day workshop, the teachers had sketched a curriculum scope and sequence with corresponding example units and lessons connected to new standards. Additionally and unexpectedly, the teachers formed natural working and feedback groups that persisted throughout the school year in both online and in-person formats.
program design
We developed a module learning sequence for a teacher development program and helped establish a CCSS and NGSS integrated vision and path for organization development.
The complexities of STEM subject matter and teacher professional learning necessitate unique methods for program development. During this unique collaboration, we worked with a teacher credentialing organization to develop their science teacher training program. The program was revised as we co-facilitated the first year of the program. Additionally, we advised a vision for STEM education that integrated literacy and mathematics skills with science pedagogy.
Testimonials
“Thom has a phenomenal ability to take the educational research and support practitioners in applying the work to their contexts. Thom bolstered my efficacy and empowered me to craft and stay true to my own pedagogical philosophy for science education, a gift I hope I am able to pay him back for by paying it forward in my work with students, teachers, and leaders around science education.”
“Thom managed to organize us in a way where we are functioning much better as a team. We are also getting better at questioning and looking for evidence of student learning.”