Primary Leadership Institute in Science and Mathematics (PRISM)

加州大学伯克利分校的劳伦斯科学堂将作为为期三年的初级科学和数学领导学院(PRISM)的所在地，面向全国的K-3教师和教师教育工作者团队。PRISM基于之前由NSF资助的一个项目，将提供内容和教学策略方面的教育，以及培养教师成为专家和在职服务提供者。每年将为30名教师和专家提供为期4周的暑期班，为30名教师和专家提供120小时的教育强化课程(90名教师/3年)。在学年期间，参与者将收到一份定期通讯，支持学年领导力活动的迷你补助金，并将参加领导力会议。该项目的一个新方面是每年有来自全国各机构的20名教师教育工作者(共60名)参与其中。这些教师教育工作者将在PRISM学院学习一周，接受专门针对他们所在地区的教师调整PRISM模式的在职培训。这项领导建议适合于教师强化，因为它旨在加强科学知识和教学，并发展领导技能和K-3年级教师的努力，还因为它还将为科学教育工作者提供为期一周的讲习班，他们将在可能的情况下与教师参与者合作；因此，该项目将产生深远的影响，不仅通过教师参与者的努力，而且通过参与的教师教育工作者接触到的职前和课堂教师。非NSF费用分摊约为NSF要求的金额的28%。

The Lawrence Hall of Science at the University of California at Berkeley will be the site of a three-year Primary Leadership Institute in Science and Mathematics (PRISM) for teams of K-3 teachers and teacher educators nationwide. PRISM is based on a previously NSF-funded program, and will provide education in both content and instructional strategies, as well as preparing teachers to serve as specialists and providers of inservice. A 4-week summer institute providing 120 hours of educational enhancement to 30 teachers and specialists will be offered each year (90 teachers/3 years). During the academic year, participants will receive a regular newsletter, mini-grants to support school-year leadership activities, and will attend leadership conferences. A new facet of this project is the involvement of 20 teacher educators (60 total) each project year from institutions nationwide. These teacher educators will attend the PRISM Institute for one week to receive inservice specific to adapting the PRISM model for use with teachers in their areas. This leadership proposal is appropriate for teacher enhancement because it is designed to enhance the science knowledge and teaching, and develop leadership skills and efforts of teachers of grades K-3, and because it will also provide a 1-week workshop for science educators who will be teamed with teacher participants when possible; thus the project will have far-reaching impact, not only through the efforts of teacher participants, but also through the pre- service and classroom teachers reached by participating teacher educators. Non-NSF cost-sharing is approximately 28% of the amount requested from NSF.