Mathematics and Science Master Teacher Initiative

加州州立大学、多明格斯·希尔斯和城市教育伙伴关系正在合作制定一项规划提案，以创建NSF硕士教学奖学金项目，该项目将为洛杉矶和林伍德联合学区的城市学校培养数学和科学硕士教师。这两个地区都是高需求学区，主要招收低收入有色人种学生。规划过程的目标包括：1)在CSUDH、伙伴关系和校区之间建立伙伴关系；2)与校区就硕士教师可能扮演的角色达成协议；3)制定参与项目的书面标准、遴选过程和营销计划；4)为硕士教师制定书面模式和五年专业发展时间表；5)为项目制定评估方法；6)确定非联邦匹配的来源；以及7)制定包括费用、研究员数量和财务可行性在内的预算。由大学教员、科学和数学专家、教师、LEA代表和其他人组成的多样化规划团队正在开展关键活动，包括：评估地区对大师教师的需求及其可以扮演的角色；评估可能参与的教师的需求和兴趣；通过研究伙伴组织和其他组织的最佳做法和成功战略，创建大师教师的技能档案和适当的培训来源清单；与STEM教师、私营和公共部门专业人员建立联系，这些专业人员可以为参与者提供定制的充实活动；为大师教师制定五年培训时间表；制定和签署谅解备忘录，明确合作伙伴和地区的作用和责任；以及确定匹配的资金。该小组正在借鉴成功的战略、研究和与适当专家的咨询，以制定关于招聘、参与、挑选和评估大师教师项目的指导方针。

California State University, Dominguez Hills and the Urban Education Partnership are collaborating on a planning proposal to create an NSF Master Teaching Fellowship project that will develop math and science master teachers for urban schools in the Los Angeles and Lynwood Unified School Districts. Both are high-need districts that enroll primarily low-income students of color. Objectives for the planning process include: 1) establishing partnerships among CSUDH, the Partnership and school districts; 2) reaching an agreement with the school districts about possible roles for master teachers; 3) developing written criteria for participation in the project, a selection process and marketing plan; 4) developing a written model and timeline for five years of professional development for master teachers; 5) developing methods of evaluation for the project; 6) Identifying sources of nonfederal match; and 7) developing a budget that includes costs, number of fellows, and financial feasibility. A diverse planning team of university faculty, science and math specialists, teachers, LEA representatives, and others is conducting key activities including: assessing the districts' need for master teachers and the roles they can fill; assessing the needs and interest of teachers who may participate; creating a skills profile of a master teacher and a list of appropriate sources for training by researching best practices and successful strategies in the partner organizations and others; developing connections with STEM faculty, private and public sector professionals who could provide participants with customized enrichment activities; producing a five-year training timeline for master teachers; developing and signing MOUs that clarify the partners' and districts' roles and responsibilities; and identifying matching funds. The team is drawing on successful strategies, research, and consultation with appropriate experts to develop guidelines for recruitment, participation, selection and evaluation of a master teacher project.