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Partner Profile

National Science Teaching Association (NSTA)

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Who we are

As the largest science teaching association in the United States, NSTA currently reaches as many as 300,000 educators from around the world each month. NSTA works with states, districts, schools, and teachers nationwide to bring Framework-based three-dimensional teaching and learning into science classrooms. Using HQIM as context for PL, we offer workshops, online courses, instructional coaching, and curated collections of NSTA resources to provide ongoing support to teachers and leaders for professional growth.

Our team

21–50 facilitators/coaches

11-25% are non-white

Where we work

We have worked here

We are also willing to work here

Types of districts that we have experience working with

  • Traditional District
  • Charter
  • Private
  • Parochial
  • Urban
  • Rural
  • Suburban
  • Fewer than 2,500 students
  • 2,500 to 10,000 students
  • 10,000 to 50,000 students
  • 50,000 to 100,000 students
  • More than 100,000 students
  • Greater than 60% of economically disadvantaged students
  • Greater than 20% of English language learners
  • Greater than 20% of students with disability
  • Greater than 80% students of color

Why is this important?

This partner's approach and services

How we provide curriculum-aligned PL


NSTA offers personalized packages of synchronous in-person, synchronous virtual, and/or asynchronous online CBPL workshops to support teachers and administrative teams.

We work with clients to customize workshops based on their selected HQIM, time constraints, grade-level(s), and discipline(s) to best support their professional learning goals.


NSTA offers in-person and virtual instructional coaching services that support classroom implementation of contemporary research and three-dimensional (3D) standards. Through the use of our externally evaluated, 3D-specific protocols, teachers receive personalized support in contemporary pedagogy to successfully lead 3D teaching and learning and/or implement HQIM in their classroom.


Our PLC approach supports professional knowledge (e.g., deepening understanding of sensemaking routines, surfacing student ideas) and improves classroom practice. PLCs include reflection tasks connected to classroom teaching and learning submitted to NSTA. PLC groups receive a certificate of completion that can be submitted as evidence of their collaborative learning.


Mentoring sessions provide sustained professional learning over time using a customizable suite of tools to support all phases of HQIM implementation. These mentoring sessions can be used to directly support teachers or provide guidance to the school leadership team in supporting their classroom teachers.

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