Transforming science education through research-driven innovation



Professional Development Provider Institutes


The next series of Professional Development Provider Institutes (PDPI) will kick-off in 2025 (date and location TBD).

This Professional Development (PD) Provider Institute is the first in the series and is a 4-day experience designed to support you as a PD leader by deepening your knowledge, increasing your confidence, and enhancing your abilities to support the implementation of the Next Generation Science Standards and the recommendations put forth in A Framework for K-12 Science Education.

The goals of the series are to:

  • Enhance understanding of research and literature underpinning the NGSS and increase ability to support teachers as they translate research into the classroom.
  • Deepen understanding of phenomenon and problem-based, three-dimensional learning as described in NRC’s Framework and the NGSS.
  • Deepen understandings and abilities to support teachers in using routines, strategies, tools, and processes for enacting phenomenon and problem-based, three-dimensional learning experiences with students.
  • Strengthen abilities to design and lead professional learning programs that support teachers in taking on the instructional shifts called for in NRC’s Framework and the NGSS.

Who should participate?

  • District science leaders
  • Teacher leaders
  • Science consultants
  • University faculty
  • PD leaders from informal science education institutions

What are the benefits?

By participating in this Institute, PD providers will

  • enhance their understanding of the research and literature underpinning the NGSS and be better able to support teachers’ translation of research into the classroom,
  • deepen their understanding of all eight scientific and engineering practices laid out in the NGSS, and
  • be part of a community that can support PD providers’ work.

After participating in the program, PD providers will be able to

  • plan, lead, and evaluate workshops that help teachers enact three-dimensional, phenomenon-based teaching and learning in their classrooms;
  • use a variety of “close-to-the-classroom” routines and strategies to support teachers in strengthening their classroom practice;
  • monitor and adjust plans based on data and understandings about leading change; and
  • increase intentionality in leadership practices.