LASER K–8 Science Education Strategic Planning Institute

Overview

The LASER K–8 Science Education Strategic Planning Institute prepares school district leadership teams to implement hands-on, inquiry-centered science programs and to bring about systemic reform of science education from kindergarten through eighth grade.

The NSRC leadership institutes build upon 20 years of leadership development to advance science education reform in the country and throughout the world. Since 1989, leadership teams representing more than 800 school districts have participated in NSRC institutes. (See Past Participants) These school districts are in various stages of implementation of the strategic plans they developed at the institutes. Together, these school districts enroll more that 20% of the U.S. student population. In addition to the U.S. teams, representatives from nine different countries and U.S. territories have taken part in NSRC institutes.

Who should attend?

All school districts that apply for participation in the Institute must identify a five-person leadership team.

All school districts that apply for participation in the Institute must identify a five-person leadership team.

Team members must demonstrate that they collectively have the skills, commitment, and credibility to lead a science education reform initiative in their community.

School districts with less than six K-8 schools are encouraged to form a consortium with a neighboring district and apply as a single team Consortium teams must represent no more than four school districts.

Each team should include:

• A superintendent of schools or an assistant superintendent for curriculum and instruction.
  
• An additional school district administrator such as a principal, science coordinator, director of curriculum and instruction, or director of education.



• Two experienced teachers – an elementary school teacher and a middle school teacher - with demonstrated leadership skills.



• A senior scientist from a local corporation, college or university, museum, or federal research facility who will work with the district to develop community support for science education reform.

What are the benefits of attending?

Only one in four U.S. students scored “proficient” of height in science on the 2000 National Assessment of Educational Progress (NAEP). The implications of this level of science knowledge are sobering: future shortages of U.S. scientists and engineer, an electorate unable to distinguish between emotional and rational points of view, and public discourse lacking in scientific perspective.