Urban Teaching Fellowships for STEM Professionals

该奖项是根据2009年美国复苏和再投资法案（公法111-5）资助的。STEM专业人员的城市教学奖学金计划每年支持两组10名NSF教学研究员参加费城教师驻留（PTR）计划。每位研究员总共获得五年的资助：一年作为硕士生，四年作为一所高度贫困学校的全职课堂教师。PTR项目是由宾夕法尼亚大学教育研究生院、费城教育基金会、费城学区和费城教师联合会共同设计和实施的一项针对STEM专业人员的教师准备和入职计划。PTR的目标是增加有资格在学区高需求学校教授6-12年级数学和科学的教师数量，并通过提供至少三年的专业发展来支持这些教师留在课堂上。NSF教学研究员，一群有前途的教师，得到了第四年的支持。PTR计划以这些多个选区的知识和专业知识为基础，提供了一种创新的方式来吸引和培养城市中心的STEM教师。它包括一个有凝聚力和智力严谨的课程和一个全面的支持系统，反映了城市公立学校教学的挑战。课程和专业发展计划的每个方面都与个别学校，当地地区和宾夕法尼亚州联邦标准的特殊需求密切相关，同时结合了数学和科学教学法的最新研究。在项目实施过程中，合作伙伴正在开发利用驻地培训方法为城市教师提供培训和支持的专业知识，并在城市地区的利益相关者之间建立伙伴关系，这种伙伴关系正在全国范围内传播给其他城市的合作伙伴驻地培训项目，以及寻求与城市地区建立伙伴关系的教师教育项目。

This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5).The Urban Teaching Fellowship program for STEM professionals is supporting two cohorts of 10 NSF Teaching Fellows per year to participate in the Philadelphia Teacher Residency (PTR) program. Each Fellow is being supported for a total of five years: one year as a master's student, and four years as a full-time classroom teacher in a high-poverty school. The PTR program is a teacher preparation and induction program for STEM professionals that is designed and implemented collaboratively by the Graduate School of Education of the University of Pennsylvania, the Philadelphia Education Fund, the School District of Philadelphia, and the Philadelphia Federation of Teachers. The goal of the PTR is to increase the number of teachers certified to teach math and science in grades 6-12 in high-need schools in the District, and to support those teachers to remain in the classroom through the provision of at least three years of professional development. NSF Teaching Fellows, a select group of promising teachers, receive a fourth year of support. The PTR program builds on the knowledge and expertise of these multiple constituencies to offer an innovative way to attract and prepare STEM teachers for urban centers. It includes a cohesive and intellectually rigorous curriculum and a comprehensive support system that reflect the challenges of teaching in urban public schools. Each aspect of the curriculum and professional development programs is closely aligned with the particular needs of the individual schools, the local district, and the Commonwealth of Pennsylvania standards, while incorporating the latest research on mathematics and science pedagogy. As the program is being implemented, the partners are developing expertise in using a residency approach to prepare and support urban teachers and in fostering partnerships among stakeholders in urban districts that is being disseminated nationally to partner residency programs in other cities, as well as to teacher education programs seeking to build partnerships with urban districts.