Abstract
The NGSS call for shifts in teachers' instructional practices, especially in linguistically diverse science classrooms. Professional development (PD) that is symmetrical to student learning is one way to prepare teachers for this ambitious vision of science instruction. Ultimately, symmetry is powerful because the core principles of student learning that inform our approach to NGSS instruction apply to learning generally. All learning, whether with children or adults, involves cultivating assets, figuring things out, and developing understanding over time. As teachers engage in symmetrical professional learning experiences, they will not only be prepared to teach, but they will also enjoy the professional learning process--rekindling a love for science and promoting a deeper understanding of the student experience. Put simply, if PD facilitators and teacher educators, don't "walk the walk" and "talk the talk" of the NGSS vision when it comes to PD, teachers cannot be expected to do so in their classrooms.