National Science Teachers Association

Mission and Vision

The vision of NSTA is to be the leader in science education, and its mission is “to promote excellence and innovation in science teaching and learning for all.” It depicts itself as the keeper of the conversation on science education in the United States. The association also states that the national scale of its work is unmatched in the science education community

The core work of the NSTA is focused on delivering professional development and resources that enhance the quality of classroom instruction to reflect research-based policy and practice. This [Page 646]work is carried out in connection with its membership, which is divided among state and province chapters, student chapters in colleges and universities, and associated groups across the United States and Canada.

Governance

A board of directors oversees the NSTA's work to be the “leader in science education.” The NSTA board actively seeks input from NSTA members on critical issues in science education through its two elected advisory groups. One such group, the National Congress on Science Education, meets annually to discuss critical issues related to the science education community. Issues discussed include teaching science to students of poverty; 21st-century skills; and science, technology, engineering, and mathematics critical to America's prosperity.

Support to the Science Education Community

The NSTA recognizes that the goal of improving the quality of all science teachers does not occur in isolation and needs support from the larger educational community. Therefore, the NSTA works with school administrators at the campus and district levels, university science teacher preparation programs, college professors, government agencies, private corporations, researchers, government officials, students, and parents. Such coordination builds the capacity of the overall system to improve science education.

Support to Universities and School Districts

Within the education community, NSTA works to strengthen university science teacher preparation programs, school district science programs, and the professional development of all science teachers and administrators.

University science teacher preparation programs are supported by the NSTA in several ways. A document, Standards for Science Teachers Preparation, was produced in 1998 and revised in 2003 to provide guidance to science teacher preparation programs. Universities undergoing accreditation through the National Conference for Accreditation in Teacher Education may request special NSTA program recognition based on these standards.

The NSTA offers support to schools at the district level through an initiative titled Science Program Improvement Review. The review program is designed to assess a school's complete science program across all grade levels and provide written recommendations for improvement.

The NSTA also advocates for science educators through an office of legislative affairs and public relations and works with the U.S. Congress on specific legislation and issues that impact science education. The NSTA publishes numerous position papers on critical issues related to science education, including its lead paper, Beyond 2000—Teachers of Science Speak Out, on how all students learn science and the implications to the science education community.

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