Elementary, Secondary, and Informal Education: Developing Leadership and Support for Professional Learning Communities for Urban Science Teaching

小学、中学和非正式教育：培养城市科学教学专业学习社区的领导力和支持

• 批准号: 0138945
• 负责人: Gail Richmond
• 金额: --
• 依托单位: Michigan State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-08-15 至 2009-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0138945&HistoricalAwards=false
• 关键词: Elementary; Secondary; Informal; Education; Developing

Retention and renewal of accomplished science teachers in urban schools depend on opportunities and support for learning. This project will establish and maintain Professional Learning Communities (PLCs) focused on disciplinary knowledge of core scientific theories and models, on scientific ways of generating and validating knowledge; on students' understanding and ways of learning; on standards and research based teaching; and on qualities of exemplary curricula that support teaching/learning.In Phase I, Michigan State University (MSU) science education faculty and graduate students will work intensively/collaboratively each summer and school year with a core group of 48 K-8 science teachers and principals from the Lansing School District (LSD). These individuals will become master teachers and co-leaders for Phase II. In Phase II, teacher leaders and principals will coach and mentor 45 new teachers and teachers new to standards-based, inquiry-oriented teaching, each year. It is expected that 200 new teachers will be mentored during the life of the project. Lansing School District will contribute $25,000 each year of the grant for teacher stipends, principal release time, meetings and coaching.Documentation of inquiry in Phases I and II will provide resources for the district's work with other teachers focused on inquiry into challenging, high-quality teaching and learning; exemplary curriculum matched to state and national standards, revised for local urban contexts; and experienced mentors and coaches for supporting teachers new to the district. Project impact will be assessed by student performance on district, state and national assessments; quality of units and assessments developed by teacher participants; quality of support provided by school administrators; and additional professional development opportunities sought by participants.

城市学校成功的科学教师的保留和更新取决于学习的机会和支持。 该项目将建立和维持专业学习社区，重点是核心科学理论和模型的学科知识，产生和验证知识的科学方法;学生的理解和学习方法;基于标准和研究的教学;以及支持教/学的示范课程的质量。在第一阶段，密歇根州立大学（MSU）科学教育教师和研究生将在每个夏季和学年与来自兰辛学区（LSD）的48名K-8科学教师和校长组成的核心小组进行密集/协作。 这些人将成为第二阶段的大师级教师和共同领导者。在第二阶段，教师领导和校长将指导和指导45名新教师和教师新的标准为基础的，以探究为导向的教学，每年。 预计在该项目实施期间，将有200名新教师接受辅导。 兰辛学区每年将提供25，000美元的补助金，用于教师津贴，主要释放时间，会议和辅导。第一阶段和第二阶段的调查文件将为该地区与其他教师的工作提供资源，重点是对具有挑战性的高质量教学和学习的调查;与州和国家标准相匹配的示范课程，根据当地城市环境进行修订;以及经验丰富的导师和教练，为新到该地区的教师提供支持。 项目的影响将通过学生在地区，州和国家评估中的表现进行评估;教师参与者开发的单元和评估的质量;学校管理人员提供的支持的质量;以及参与者寻求的其他专业发展机会。