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

城市学校中有成就的科学教师的保留和更新取决于学习的机会和支持。该项目将建立和维护专业学习社区（plc），重点关注核心科学理论和模型的学科知识，以及生成和验证知识的科学方法；论学生的理解与学习方式论标准教学与研究型教学以及支持教学的示范性课程的质量。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紧密合作。这些人将成为第二阶段的大师和共同领导。在第二阶段，教师领导和校长每年将对45名新教师和新教师进行以标准为基础的探究性教学的培训和指导。预计在项目生命周期内将有200名新教师得到指导。兰辛学区每年将拿出25,000美元用于教师津贴、校长释放时间、会议和辅导。第一和第二阶段的调查记录将为地区与其他教师合作提供资源，这些教师专注于对具有挑战性的高质量教学和学习进行调查；与州和国家标准相匹配的示范性课程，并针对当地城市环境进行了修订；还有经验丰富的导师和教练来支持新来的教师。项目影响将通过学生在地区、州和国家评估中的表现来评估；教师参与的单元质量和评估；学校行政人员提供支援的质素；以及参与者寻求的额外专业发展机会。

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.