# ESTELE: Developing The Next Generation Of NGSS Elementary Science Teacher Leaders

> **NIH NIH R25** · NORTHWESTERN UNIVERSITY · 2024 · $261,641

## Abstract

Project Summary/Abstract
Science, technology, engineering, and math (STEM) leaders across the country have called for more effective
ways to train K-12 teachers in pedagogy aligned to the Next Generation Science Standards (NGSS). While
NGSS holds promise as an engaging way for students to build authentic science skills and conceptual
knowledge, implementation is limited by the degree to which teachers can be trained in new, significant
pedagogical shifts. This is especially true for K-5 teachers who have low confidence teaching science and,
accordingly, devote little time to science instruction. This problem is especially acute in urban schools with
insufficient resources to meet NGSS training needs. This threatens NGSS coherence across grade levels. We
must develop effective, efficient NGSS training models if we are to realize our long-term goal of a well-trained,
diverse STEM and healthcare workforce.
Prior NIH-funded research from our group developed a highly effective model of introductory-level NGSS
training for elementary teachers. The current proposal, ESTELE - Elementary Science TEacher LEaders,
builds on this work by accelerating the pace at which elementary teachers can be trained through a new
science teacher leader (STL) program. ESTELE fully integrates STL training with introductory-level training via
am authentic “practicum” training experience in which STLs support novice teachers as they learn and
implement NGSS instructional practices by teaching elementary youth in a summer STEM camp. In this way,
teacher leaders gain important leadership and coaching skills, while novice teachers learn NGSS pedagogy.
STLs then apply their skills during the academic year in their schools, working in support of their peer teachers
to build a broader school culture receptive to NGSS reform. The project’s evaluation plan will assess the
degree to which this dual-training model is effective in training teachers of different entering skill levels, the
effectiveness of STLs providing NGSS training for novice teachers at their schools, and the degree to which
these activities help build a school culture receptive to NGSS instructional practice.
This proposal is responsive to key NIH-SEPA priority areas including (1) Adaptations of successful SEPA
programs in new locations or with new populations, and (2) Embedded math and reading content for projects
targeting P-8 Students. In total ESTELE will train a total of 96 elementary teachers in Chicago Public Schools:
thirty-two science teacher leaders and sixty-four new-to-NGSS teachers. It will also support high-quality
summer learning for 240 underserved youth at Boys & Girls Clubs of Chicago, and high-quality academic year
NGSS instruction for up to 7,050 youth in life sciences curricula.

## Key facts

- **NIH application ID:** 10844527
- **Project number:** 5R25GM146332-03
- **Recipient organization:** NORTHWESTERN UNIVERSITY
- **Principal Investigator:** Michael T Kennedy
- **Activity code:** R25 (R01, R21, SBIR, etc.)
- **Funding institute:** NIH
- **Fiscal year:** 2024
- **Award amount:** $261,641
- **Award type:** 5
- **Project period:** 2022-06-01 → 2027-05-31

## Primary source

NIH RePORTER: https://reporter.nih.gov/project-details/10844527

## Citation

> US National Institutes of Health, RePORTER application 10844527, ESTELE: Developing The Next Generation Of NGSS Elementary Science Teacher Leaders (5R25GM146332-03). Retrieved via AI Analytics 2026-05-24 from https://api.ai-analytics.org/grant/nih/10844527. Licensed CC0.

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