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Educator Leaders Advancing Science (ELAS) Cohort Evaluation Report. Advancing Teacher Leadership and Instructional Equity in Elementary Science

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Bibliographic Details
Title: Educator Leaders Advancing Science (ELAS) Cohort Evaluation Report. Advancing Teacher Leadership and Instructional Equity in Elementary Science
Language: English
Authors: Maryland State Department of Education (MSDE)
Source: Maryland State Department of Education. 2026.
Availability: Maryland State Department of Education. 200 West Baltimore Street, Baltimore, MD 21201. Tel: 410-767-0600; Web site: http://www.marylandpublicschools.org/Pages/default.aspx
Peer Reviewed: N
Page Count: 44
Publication Date: 2026
Document Type: Reports - Research
Education Level: Elementary Education
Descriptors: Teacher Leadership, Equal Education, Elementary School Science, Access to Education, Culturally Relevant Education, Science Education, Academic Standards, Science Teachers, Professional Identity, STEM Education, Science Instruction, Teaching Methods, Alignment (Education), Cooperative Planning, Counties, School Districts, Faculty Development
Geographic Terms: Maryland
Abstract: The 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. 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 professional learning that drives student achievement. This evaluation used surveys, interviews, and professional learning session observations and artifacts to address to what extent professional learning focused on high-quality, culturally responsive science instructional practices and increased teachers' science identity, comfort, and competence with culturally responsive teaching practices. It also aimed to find out how teachers applied their enhanced science identity toward instructional practice and leadership in their schools. The findings are intended to inform the design of future professional learning initiatives, guide the development of resources, and support the scaling up of effective strategies across districts to advance equity and access in science, technology, engineering, and mathematics (STEM) education. [This report was created by the Maryland State Department of Education, Division of Assessment and Accountability -- Research Branch.]
Abstractor: ERIC
Entry Date: 2026
Accession Number: ED679734
Database: ERIC
Description
Abstract:The 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. 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 professional learning that drives student achievement. This evaluation used surveys, interviews, and professional learning session observations and artifacts to address to what extent professional learning focused on high-quality, culturally responsive science instructional practices and increased teachers' science identity, comfort, and competence with culturally responsive teaching practices. It also aimed to find out how teachers applied their enhanced science identity toward instructional practice and leadership in their schools. The findings are intended to inform the design of future professional learning initiatives, guide the development of resources, and support the scaling up of effective strategies across districts to advance equity and access in science, technology, engineering, and mathematics (STEM) education. [This report was created by the Maryland State Department of Education, Division of Assessment and Accountability -- Research Branch.]