PROFESSIONAL DEVELOPMENT STANDARD A:
    Professional development for teachers of science requires learning essential science
    content through the perspectives and methods of inquiry. Science learning
    experiences for teachers must

        Address issues, events, problems, or topics significant in science and of interest
        to participants.

        Introduce teachers to scientific literature, media, and technological resources
        that expand their science knowledge and their ability to access further
        knowledge.

        Build on the teacher's current science understanding, ability, and attitudes.

        Incorporate ongoing reflection on the process and outcomes of understanding
        science through inquiry.

        Encourage and support teachers in efforts to collaborate.

    PROFESSIONAL DEVELOPMENT STANDARD B:
    Professional development for teachers of science requires integrating knowledge of
    science, learning, pedagogy, and students; it also requires applying that knowledge to
    science teaching. Learning experiences for teachers of science must

        Connect and integrate all pertinent aspects of science and science education.

        Occur in a variety of places where effective science teaching can be illustrated
        and modeled, permitting teachers to struggle with real situations and expand
        their knowledge and skills in appropriate contexts.

        Address teachers' needs as learners and build on their current knowledge of
        science content, teaching, and learning.

        Use inquiry, reflection, interpretation of research, modeling, and guided practice
        to build understanding and skill in science teaching.

       PROFESSIONAL DEVELOPMENT STANDARD C:
    Professional development for teachers of science requires building understanding and
    ability for lifelong learning. Professional development activities must

        Provide regular, frequent opportunities for individual and collegial examination
        and reflection on classroom and institutional practice.

        Support the sharing of teacher expertise by preparing and using mentors, teacher
        advisers, coaches, lead teachers, and resource teachers to provide professional
        development opportunities.

        Provide opportunities to know and have access to existing research and
        experiential knowledge.

        Provide opportunities to learn and use the skills of research to generate new
        knowledge about science and the teaching and learning of science.

      PROFESSIONAL DEVELOPMENT STANDARD D:
    Professional development programs for teachers of science must be coherent and
    integrated. Quality preservice and inservice programs are characterized by

        Integration and coordination of the program components so that understanding
        and ability can be built over time, reinforced continuously, and practiced in a
        variety of situations.

        Options that recognize the developmental nature of teacher professional growth
        and individual and group interests, as well as the needs of teachers who have
        varying degrees of experience, professional expertise, and proficiency.

        Collaboration among the people involved in programs, including teachers, teacher
        educators, teacher unions, scientists, administrators, policy makers, members of
        professional and scientific organizations, parents, and business people, with clear
        respect for the perspectives and expertise of each.

               Continuous program assessment that captures the perspectives of all those
        involved, uses a variety of strategies, focuses on the process and effects of the
        program, and feeds directly into program improvement and evaluation.