The implementation of science reform must be viewed as a systems-level problem and not just focus on resources for teachers and students. High-capacity instructional leadership is essential for supporting classroom science instruction. Recent reform efforts include a shift from learning about science facts to figuring out scientific phenomena in which students use science practices as they build and apply disciplinary core ideas. We report findings from a research study on professional development (PD) to support instructional leaders' learning about the science practices. After participating in the PD, the instructional leaders' familiarity with and leadership content knowledge of the science practices significantly improved. Initially, principals used their understandings from other disciplines and content neutral visions of classrooms to make sense of science instruction. For example, they initially used their understandings of models and argument from ELA and math to make sense of science classroom instruction. Furthermore, some principals focused on content neutral strategies, like a clear objective. Over the course of the PD workshops, principals took up the language of the science practices in more nuanced and sophisticated ways. Principals' use of the language of the science practices became more frequent and shifted from identifying or defining them to considering quality and implementation in science classrooms. As we design tools to support science, we need to consider instructional leaders as important stakeholders and develop resources to specifically meet their needs. If the science feels too unfamiliar or intimidating, principals may avoid or reframe science reform efforts. Consequently, it is important to leverage instructional leaders' resources from other disciplines and content neutral strategies as bridges for building understanding in science. We argue that the science practices are one potential lever to engage in this work and shift instructional leaders' understandings of science instruction.

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支持校长的科学教学愿景的专业发展：从他们以前的经验中建立以支持科学实践

科学改革的实施必须被视为一个系统层面的问题，而不仅仅是关注师生资源。高能力的教学领导对于支持课堂科学教学至关重要。最近的改革努力包括从学习科学事实转变为弄清楚学生在构建和应用学科核心思想时使用科学实践的科学现象。我们报告了专业发展 (PD) 研究的结果，以支持教学领导者对科学实践的学习。参与 PD 后，教学领导者对科学实践的熟悉程度和领导内容知识显着提高。原来，校长利用他们对其他学科的理解和课堂内容中立的愿景来理解科学教学。例如，他们最初使用他们对 ELA 和数学模型和论证的理解来理解科学课堂教学。此外，一些负责人专注于内容中立的策略，例如明确的目标。在 PD 研讨会的过程中，校长们以更细致入微和复杂的方式接受了科学实践的语言。校长对科学实践语言的使用变得更加频繁，并且从识别或定义它们转变为考虑科学课堂中的质量和实施。当我们设计支持科学的工具时，我们需要将教学领导者视为重要的利益相关者，并开发资源来专门满足他们的需求。如果科学感觉太陌生或令人生畏，校长可能会避免或重新制定科学改革努力。因此，重要的是利用来自其他学科的教学领导者的资源和内容中立的策略作为建立科学理解的桥梁。我们认为科学实践是参与这项工作并改变教学领导者对科学教学的理解的潜在杠杆。来自其他学科的资源和内容中立的策略作为建立科学理解的桥梁。我们认为科学实践是参与这项工作并改变教学领导者对科学教学的理解的潜在杠杆。来自其他学科的资源和内容中立的策略作为建立科学理解的桥梁。我们认为科学实践是参与这项工作并改变教学领导者对科学教学的理解的潜在杠杆。