Partner Profile
National Science Teaching Association (NSTA)
Transforming science education through professional learning to benefit all.
National Science Teaching Association (NSTA) was approved for the PLPG in July 2023.
Rivet Education evaluates the three sections marked with the checkmark icons. All other details are self-reported, so we recommend confirming them directly with each partner.
How are partners selected for the PL Partner Guide?
OUR TEAM
21–50 facilitators/coaches
11-25% are non-white
WHERE WE WORK
We have worked here
We are also willing to work here
WHO WE ARE
As the largest science teaching association in the United States, NSTA currently reaches as many as 300,000 educators from around the world each month. NSTA works with states, districts, schools, and teachers nationwide to bring Framework-based three-dimensional teaching and learning into science classrooms. Using HQIM as context for PL, we offer workshops, online courses, instructional coaching, and curated collections of NSTA resources to provide ongoing support to teachers and leaders for professional growth.
TYPES OF SUPPORT WE OFFER
Rivet Education evaluates this information
- Adopting an ELA curriculum
- Adopting a math curriculum
- Adopting a science curriculum
- Initial implementation
- Ongoing implementation support for teachers
- Ongoing implementation support for leaders
What are these phases?
Types of districts that we have experience working with
- Traditional District
- Charter
- Private
- Parochial
- Urban
- Suburban
- Rural
- Fewer than 2,500 students
- 2,500 to 10,000 students
- 10,000 to 50,000 students
- 50,000 to 100,000 students
- More than 100,000 students
- Greater than 60% of economically disadvantaged students
- Greater than 20% of English language learners
- Greater than 20% of students with disability
- Greater than 80% students of color
Why is this important?
OUR CURRICULUM EXPERTISE
Rivet Education evaluates this information
Science
- OpenSciEd (2017)
What is a high quality curriculum?
Certifications we've received
What does this certification mean?
This partner's approach and services
How we address equity
Our professional learning is grounded in the critical attributes of equitable student sensemaking: Students experience a phenomenon/problem, engage in science/engineering practices, and share ideas to develop or apply science ideas and crosscutting concepts needed to explain how the phenomenon occurs. HQIM are a lever for equity because these sensemaking attributes are at their core.
Thinking about science instruction as a continuum from the traditional (teacher disseminates knowledge) to the contemporary (sensemaking) provides teachers a lens to view and reflect on classroom instruction and serves as a means to track their progress in shifting instruction along the continuum over time.
Why is this important?
How we build district capacity
NSTA supports all phases of HQIM implementation (laying the foundation, early use, ongoing support, sustainability), and is known nationally for our ability to personalize CBPL according to local needs. We do this through development of CBPL models that support teachers, teacher leaders, and administrators in HQIM implementation through professional learning workshops, web seminars and series, instructional coaching, asynchronous courses and mini-courses (professional learning units/PLUs), assessment system implementation, PLC support, and mentoring for teacher leaders and administrators.
Our goal in providing CBPL is to build our state, district, and school clients’ capacity to confidently continue HQIM implementation work without us.
Why is this important?
