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The report highlights key outcomes including protected collaborative planning time, a substantial rise in teachers’ instructional confidence for culturally relevant and NGSS-aligned practices, and rapid classroom adoption within one month. 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Wright, Ed.D.  \nState Superintendent of Schools  \nGeoff Sanderson  \nChief of Accountability Office of Accountability  \nWes Moore  \nGovernor  \nMARYLAND STATE BOARD OF EDUCATION  \nJoshua L. Michael, Ph. D., President Monica Goldson, Ed. D., Vice President  \nO'Marie Barnes, Student Member  \nJames C. Bell, Jr., Ed. D.  \nChuen-Chin Bianca Chang, MSN, PNP, RN-BC Alverne \"Chet\" Chesterfield  \nKenny Clash  \nNick Greer  \nDr. Irma E. Johnson  \nMarcy Leonard  \nDr. Kim Lewis  \nXiomara V. Medina, M. Ed.  \nNicole Murray-Lewis  \nSamir Paul, Esq.  \nTable of Contents  \nExecutive Summary ................................................................................................................................................................ 4  \nIntroduction ................................................................................................................................................................................ 7  \nMethods ........................................................................................................................................................................................ 9  \nFindings ...................................................................................................................................................................................... 13  \nConclusion .................................................................................................................................................................................25  \nReferences ................................................................................................................................................................................ 27  \nAppendices............................................................................................................................................................................... 29  \nExecutive Summary  \n\n| AT-A-GLANCE: KEY FINDINGS FROM THE EDUCATOR LEADERS ADVANCING SCIENCE\u003Cbr>(ELAS) COHORT 2025 |\n| --- |\n| \u003Cbr>The cohort created rare, protected time for district and classroom leaders to plan side by side, which participants consistently described as vital for aligning strategies with system goals.\u003Cbr>Teachers reported increased confidence in using science examples that reflect students’diverse backgrounds and in applying collaborative strategies.\u003Cbr>Nearly 90% implemented these practices within a month, with early signs of leadership beyond their own classrooms.\u003Cbr>Teacher leadership expanded into school-level and district-level initiatives that extended beyond the cohort.\u003Cbr>The cohort reinforced a strong science identity and connected it to broader district action plans. |\n\nOVERVIEW OF THE PROGRAM  \nThe Advanced Academics (AA) and Science Elementary Professional Learning Cohort was designed to expand equitable access to high-quality science instruction for students in grades 3 through 5. Over three months, 15 teachers from 11 elementary schools in Kent, Somerset, and Wicomico counties collaborated with district supervisors to strengthen instructional practices and teacher leadership. The cohort focused on building teacher capacity to implement culturally relevant, Next Generation Science Standards (NGSS)-aligned instructional strategies while integrating advanced academic approaches that foster depth, complexity, and student autonomy. It also aimed to reinforce teachers’ professional identity as science educators and equip them to lead change within their schools and districts.1 This work aligns with the goals of the Blueprint for Maryland’s Future by expanding equitable access to rigorous science instruction, fostering teacher leadership, and supporting professi","cbCaitNtbXwo2K9E","https://ap.wps.com/l/cbCaitNtbXwo2K9E","pdf",593584,44,"English","# Executive Summary\n# Introduction\n# Methods\n# Findings\n# Conclusion\n# References\n# Appendices","[{\"question\":\"ELAS cohort的核心目标是什么？\",\"answer\":\"报告指出，ELAS致力于在3-5年级扩展公平获得高质量科学教学，提升教师在与NGSS一致的教学策略中的能力，并强化教师专业身份与在学校、学区推动变革的领导力。\"},{\"question\":\"参与者在教学能力上有哪些主要变化？\",\"answer\":\"报告显示，教师在使用能反映学生多元背景的科学示例，以及运用协作学习策略方面的信心显著提升，并且在工程设计课的实施上也从36%到75%、46%到73%等数据呈现增长趋势。\"},{\"question\":\"该项目如何影响课堂实践与教师领导？\",\"answer\":\"报告称，在队列结束后的一个月内，89%的受访教师在课堂中至少应用了一项新的策略或工具；同时，教师也推动与项目目标一致的校级与学区级举措，如年级科学展、解剖项目与面向高阶学习者的拓展机会。\"}]","Educator Leaders Advancing Science (ELAS) Cohort Evaluation Report | PDF",1792054163,111]