Wisconsin Academy Staff Development Initiative -- Teacher Retention and Renewal

威斯康星州学院员工发展倡议——教师保留和更新（WASDI-TRR）是一项为期四年的教师提升项目，旨在通过为90名新教师提供教师入门经验，培养90名特定学科的导师，建立学校和地区支持教师入门和指导计划的能力，吸引90名校长，并在教师、学校、学校和学校之间建立关系，提高K-12数学和科学教师的保留率。大学的地区和学科教员。优先考虑有大量人员需求和成绩不佳的城市和农村学校。项目参与者参加全国各地的暑期学院，学习数学和科学内容、教学法和教学材料。通过以学校为基础的指导会议、在线学习社区、导师和新手教师后续会议、与数学家和科学家的电子会议以及为学校管理人员举办的会议，提供持续和持续的支持。电子会议的突出特点是作为专业发展的工具，向偏远社区的教师和学校提供服务。在整个项目过程中，新教师将获得268个专业发展小时，其中约50%以电子方式提供。计划为导师教师提供145个专业发展小时，其中约30%为在线授课。学校管理人员的部分包括30个专业发展小时，增加了额外的电子会议和在线交流机会。项目评估侧重于教师留任、教师内容知识、课堂实践的变化以及作为教师导入和指导模式的项目审查。该项目隶属于威斯康辛州教育合作倡议，与学院、大学、学区、州政府机构和当地企业合作。一个由重要利益相关者代表组成的咨询委员会，包括来自国家教育部的代表，为该项目提供指导和方向。随着新的州教师执照要求要求教师入门和指导新手教师的经验，项目复制是可能的。作为该计划的结果，导师教师将在项目完成后在其所在地区和学校实施教师入门和指导计划。

Wisconsin Academy Staff Development Initiative -- Teacher Retention and Renewal (WASDI-TRR), a four-year Teacher Enhancement project, is designed to increase teacher retention in K-12 mathematics and science by providing 90 novice teachers with teacher induction experiences, developing 90 subject-specific mentor teachers, building school and district capacity to support teacher induction and mentoring programs, engaging 90 school principals, and creating relationships between teachers, schools, districts and disciplinary faculty at universities. Preference is given to urban and rural schools with significant staffing needs and underachievement.Project participants attend summer academies available throughout the State on mathematics and science content, pedagogy and instructional materials. On-going and sustained support is provided through school-based mentoring sessions, online learning communities, mentor and novice teacher follow-up sessions, electronic conferencing with mathematicians and scientists, and sessions for school administrators. Electronic conferencing is prominently featured as a vehicle for professional development to reach teachers and schools in remote communities. Over the course of the project, novice teachers will receive 268 professional development hours with approximately 50% delivered electronically. One-hundred forty-five professional development hours are planned for the mentor teachers with approximately 30% representing online delivery. The school administrators' component includes 30 professional development hours augmented by additional electronic conferences and on-line communication opportunities.Project evaluation focuses on teacher retention, teacher content knowledge, change in classroom practice and examination of the project as a model for teacher induction and mentoring. The project is housed at the Wisconsin Educational Partnership Initiative and works collaboratively with colleges and universities, school districts, state agencies and local businesses. An advisory committee representative of important stakeholders including representatives from the State Department of Education provides guidance and direction to the project.With new State teacher licensing requirements mandating teacher induction and mentoring experiences for novice teachers, project replication is likely. As a result of the program, mentor teachers will implement teacher induction and mentoring programs in their home districts and schools upon program completion.