The vision for science teaching in the Framework for K-12 Science Education and the Next Generation Science Standards requires a radical departure from traditional science teaching. Science literacy is defined as three-dimensional (3D), in which students engage in science and engineering practices to develop and apply science disciplinary ideas and crosscutting concepts. This knowledge building presents many challenges for teachers. We describe a two-pronged program for scaling 3D science professional development (PD) across a state: (a) 24 teachers developed expertise in 3D learning and facilitating teacher study groups; (b) these peer facilitators led 22 study groups of teachers in 3D science activities, analyzing student learning, and investigating classroom interactions. We describe design approaches for supporting teacher and facilitator learning. We present analyses of teacher learning, including shifts in 3D science, beliefs, and pedagogical content knowledge that supports 3D science teaching, and consider implications for scalable design approaches for supporting science teacher learning.

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