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Making Sense of SCIENCE

Build strong science education communities through transformative professional learning and needs-based technical assistance.

Making Sense of SCIENCE (MSS) is proven to positively impact teaching and learning in science classrooms across districts and states. We accomplish this by working collaboratively to strengthen the knowledge, skills, and understanding of pre-service teachers, in-service teachers, coaches, administrators, leaders, and school teams. 

How We Help

MSS believes that transformative professional learning equips teachers and leaders with the knowledge, skills, and tools needed to support a culture of productive learning. Backed by rigorous research, MSS offers an array of respectful and impactful professional learning and technical assistance services for both teachers and leaders.  

We have diverse services ranging from shorter one- to two-day workshops to more in-depth learning opportunities, such as three- to five-day courses that also include learning pathways for leaders and facilitator academies to support ongoing, locally focused professional learning. 

We understand that every site is different and look forward to exploring and serving that uniqueness. There are many ways to customize an MSS experience to accommodate your site’s unique needs.

We offer 

  • Professional learning 
  • Professional learning community support 
  • Leadership development 
  • Technical assistance 

Learn more about the Making Sense of SCIENCE project, the supporting research, and our services and options on the project’s website


Service Delivery

  • Online and onsite 

Who Will Benefit

  • Science teacher  
  • Instructional coach 
  • Community service provider 
  • District administrator 
  • School administrator 
  • State educational agency 

While I have always been a strong science teacher, Making Sense of SCIENCE has changed the way I teach. Each course I participated in unfolded the content in a way that not only pushed my thinking but also uncovered the challenges that my students have in understanding complex concepts.

— Wendy Pierce, Teacher
Chief Joseph Middle School, Bozeman, MT
Presidential Awardee in Secondary Science

Featured Experts

Kirsten Daehler

Kirsten Daehler

Kirsten Daehler leads the Science and Engineering Content Area Team, and is the founder and director of Making Sense of SCIENCE. Daehler provides technical assistance around teacher professional learning, equitable educational practices, data fluency, integration of science and literacy, standards implementation, leadership development, formative assessment, and program evaluation. 
Expert
photo of karen lionberger

Karen Lionberger

Karen Lionberger has been leading national STEM education reform efforts for over 15 years. As the Associate Director for Making Sense of SCIENCE (MSS), Lionberger focuses on providing effective and equitable professional learning for teachers and administrators.  
Expert
Leticia Perez

Leticia R. Perez

Leticia Perez is a Data Science and Professional Learning Specialist in Science and Engineering at WestEd. She has over 19 years of experience planning and carrying out professional learning experiences across a variety of informal and formal learning environments.
Expert

Connecting Research With Practice

Making Sense of SCIENCE stands apart from many other professional learning offerings in science due to the data collected over time that shows its impact on science teaching and learning. In rigorous national studies, MSS professional learning courses are shown to strengthen teachers’ content knowledge and classroom practices while improving student achievement. 

Over the years, Making Sense of SCIENCE has worked with thousands of classroom teachers, staff developers, and science educators by providing tens of thousands of hours of training and impacting hundreds of thousands of students. 

MSS professional learning builds on more than a decade of research and development and combines in-depth earth, life, and physical science content with a focus on supporting literacy, pedagogical reasoning, and effective classroom practices. 

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