The SC4 ParternshipThe Science Content, Conceptual Change, and Collaboration (SC4) Partnership is a partnership of school districts, higher education institutions and a statewide non-profit science, technology, engineering and mathematics professional development organization. The SC4 partnership involves 500 K-8 teachers in 24 separate schools from four Maine districts.

The SC4 partnership has come together around four goals and subsequent objectives, each contributing to the next, with increased student achievement as the project's long-term result. To do this, SC4 involves all elementary and middle school teachers in the four districts, designing professional development programs that meet school and individual needs. Professional development components are planned along a continuum intended to build and apply knowledge in areas of teacher content knowledge, standards and research on learning, instructional strategies, data and action research, leadership, and collaboration.



SC4 Guiding Principles

By developing a philosophy of science teaching and learning that is grounded in standards and research and by connecting this philosophy to their practice, teachers can take control of the process of teaching and learning.

As members of a professional science learning community that fosters leadership and collaboration, teachers can use their practice to improve student achievement and opportunities to learn.


SC4 Goals and Objectives

Goal #1: Increase district capacity for improving the teaching of science

a. Increase grade K-8 teacher knowledge in physical science

b. Enhance and utilize the expertise of teacher leaders

c. Increase the number of hours teachers spend in science professional development

d. Implement district-based professional development in science

e. Develop teachers as researchers in their classrooms

 

 

Goal #2: Develop a sustainable community of learners

a. Teacher and administrators meet regularly to examine and discuss student learning in science

b. Teacher leaders initiate and support onsite professional development

c. Higher education faculty interact with teachers during and between academies

d. Teachers publish and present classroom research to their peers

e. Teachers make regular visits to observe each others' classrooms

Goal #3: Increase students' opportunities to learn science

a. Increase time spent on K-6 instruction of science

b. Increase teacher knowledge of student misconceptions

c. Increase teachers' instructional repertoire to teach for conceptual change

d. Increase the use of formative assessment strategies to inform instruction and monitor conceptual change

Goal #4: Increase student achievement in science

a. Improve performance on common local assessments

b. Increase student scores in the Physical Science and Nature and Implications of Science clusters and number of students in the Meets Standards category on MEA

c. Decrease in the number of students in the Does Not Meet Standards category on the MEA

 




SC4 Program Personnel

Maine Mathematics and Science Alliance  www.mmsa.org

Co-Principal Investigators: Dr. Francis Eberle (MMSA Executive Director) and Page Keeley (MMSA Senior Science Program Director), combined have been Principal Investigators in 8 National Science Foundation supported projects and many local projects.  Dr. Eberle focuses his work on science education, using data and systems reform.  Keeley’s accomplishments encompass program design, professional development, and publications.

Project Director: Joyce Tugel (MMSA Science Specialist). Ms. Tugel’s experience includes professional development grounded in science standards and research on student learning, and a teaching background in high school chemistry and physical science.
 
Project Manager: Chad Dorsey (MMSA Science and Education Technology Specialist). Mr. Dorsey works in the area of technology education, science professional development, and project assessment, with teaching experience in high school physics.

Professional Development Support: Lynn Farrin (MMSA Science Specialist). Ms. Farrin’s area of expertise includes inquiry science and literacy integration, with a teaching background in middle school science.

Professional Development Support: Nancy Chesley (MMSA Science Specialist).  Ms. Chesley’s professional development and teaching experience centers on elementary science and language literacy integration.

University of New England  www.une.edu

Co-Principal Investigator: Dr. James Vesenka (UNE Assistant Professor of Physics).  Professor Vesenka has directed and instructed several physics education projects and summer professional development experiences.

Evaluation

Dr. Bill Nave is an independent research and evaluation consultant, conducting the external evaluation of the SC4 project. 

Districts

MSAD #35 (Eliot, South Berwick): Assistant Superintendent Gail Sullivan.  www.msad35.net

MSAD #60 (Berwick, North Berwick, Lebanon): Assistant Superintendent Sue Austin.  www.sad60.k12.me.us

Auburn School Department: Assistant Superintendent Elaine Dow. www.auburnschl.edu

School Union 29 (Mechanic Falls, Minot, Poland): Superintendent Dennis Duquette. 
www.poland-hs.u29.k12.me.us/union29/union29
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