Investigating a Partnership to Support Experienced Elementary Teachers’ Transition to NGSS

Although NGSS are not new, even the most experienced teachers who implement them for the first time can feel like novice educators all over again. As COVID delayed the rollout of NGSS in some states, this study investigated a rural elementary school’s first year using the standards. To make the transition more efficient, the school partnered with a nonprofit organization to collaboratively create lesson plans with an emphasis on local phenomena and school assets. Researchers discovered that teachers’ confidence in NGSS implementation increased over the course of the year, and their motivation to persevere was increased because of high student engagement and the collaborative partnership. Nevertheless, teachers still expressed concerns about how to incorporate meaningful assessment, their self-reported lack of content background, student misconceptions, and concerns about student performance on standardized tests. These findings suggest that implementation could be enhanced by targeted professional development in these challenge areas.