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

城市学校优秀科学教师的留用和续聘取决于学习机会和支持。该项目将建立和维持专业学习社区(PLC)，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/学习的示范课程的质量。在第一阶段，密歇根州立大学(MSU)的科学教育教师和研究生将在每年暑假和学年与兰辛学区(LSD)的48名K-8科学教师和校长组成的核心小组进行密集/协作的工作。这些人将成为第二阶段的首席教师和共同领导者。在第二阶段，教师领导者和校长将每年培训和指导45名新教师和新教师，他们将以标准为基础，以探究为导向的教学。预计在该项目的生命周期内，将有200名新教师接受指导。兰辛学区每年将在教师津贴、校长离任时间、会议和辅导方面提供25,000美元的补助。第一和第二阶段的探究文件将为该学区与其他教师的工作提供资源，这些教师专注于对具有挑战性的高质量教学进行探究；符合州和国家标准的示范课程，并根据当地的城市环境进行修订；以及经验丰富的导师和教练，以支持新入该学区的教师。项目的影响将通过学生在地区、州和国家评估中的表现；教师参与者制定的单元和评估的质量；学校管理人员提供的支持质量；以及参与者寻求的额外专业发展机会来评估。

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.