Preparation for Implementationįor many school districts and teachers, both the number and degree of changes required to implement the NGSS will be significant. Only with widespread state and local district adoption can the goal of common standards for all students in the nation be achieved. AdoptionĪdoption is an important step in the implementation of the NGSS. To achieve the goals of the NGSS, NSTA describes the desired state of the components of implementation and the recommended roles and responsibilities of the key stakeholders that are necessary to achieve successful implementation with fidelity of the NGSS in schools, districts, and states. The responsibility for implementation cannot and should not be vested solely in teachers and other school-based personnel. It will also depend on all stakeholders at the local, district, and state level assuming a shared and collaborative responsibility for helping realize the goals of the NGSS.
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Implementation of the NGSSĪchieving the goals of the NGSS will take a long-term systemic effort that requires significant changes in instruction, curriculum, assessment, teacher preparation and professional development, accompanied by extensive financial, administrative, and public support.
(See the NSTA Background Paper on the development of the NGSS.) II.
The NGSS calls for refocusing K–12 science to improve college preparation, STEM career readiness, and the ability of all members of society to make informed decisions. Science education traditionally has focused on large volumes of content, primarily basic facts and vocabulary, while falling short on the deeper understanding of key scientific concepts and the application of these concepts to daily life. Research shows, however, that we are not preparing all students to achieve high levels of science performance (USDOE 2011) we are failing to graduate enough students with the skills needed to fill the growing number of jobs in science, technology, engineering, and mathematics (STEM) (NRC 2010) and many members of our society do not command the scientific literacy necessary to address important societal issues and concerns (NCES 2010). Today's modern workforce depends on individuals with scientific and technological skills (NRC 20). The National Science Teachers Association (NSTA) recommends the adoption and implementation of the Next Generation Science Standards ( NGSS NGSS Lead States 2013) as an effective, research-based approach to accomplish these goals and transform science education.įrom health care to environmental stewardship, a countless number of personal and societal issues require citizens to make informed decisions based on their understanding of science and technology. All of these measures are necessary to maintain the United States' position as a global leader in IT.It is essential that all students have access to a high-quality science education that provides them with the skills and knowledge they need to be well-informed citizens, to be prepared for college and careers, and to understand and appreciate the scientific enterprise. Additionally, there is an ongoing need to foster and promote partnerships among industry, education, government, and community organizations to develop initiatives that will train, recruit, and retain individuals for technology careers.
ITAA also supports strong industry and government efforts to recruit and train women and minorities to arm them with the skills employers require for today's and tomorrow's IT positions. public education system through a focus on higher academic standards, more emphasis on community colleges and for-profit training institutions as viable training venues for the current and future workforce, and continued government support of lifelong learning to overcome the skills gap. ITAA recommends a reexamination and strengthening of the U.S. The gap between demand for IT workers and suitably skilled employees could quickly exceed the high of 2000, when hiring managers estimated a gap of nearly 850,000 high-tech workers. Reduced enrollments today could result in severe shortages once enterprises start spending on IT products and services again. One recent report showed declines in enrollment in computer science courses and degrees by as much as 50 percent at some universities in the fall of 2002. Down the road, this could make our skills shortages even more acute, reminiscent of the mid to late 1990s in America. Although demand is lower for IT workers today than in the boom years of the late 1990s, there is a growing concern that this temporary dip in demand will result in fewer college enrollments in computer science courses, and fewer graduates with technical skills.
Since 1997, ITAA's studies have provided the nation's most comprehensive analysis of IT workforce trends.
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