Teacher Residency Academy Alliance

教师进修学院作为教师培训和专业发展的有力工具正受到越来越多的关注，然而，缺乏实证研究来证明其优点。教师常驻学院联盟(TRA2)是杰克逊州立大学、全国专业教学标准委员会、路易斯安那州泽维尔大学以及密西西比州和路易斯安那州七个不同的城乡学区之间的合作伙伴关系，其目标是调查TRA模式的实施情况，该模式为高需求学校招聘、许可、入职、雇用和保留28名中学和中学理科教师，这些学校为超过11.9万名不同学生提供服务。该联盟将通过完成以下具体目标来实现其目标：为有抱负的中小学科学教师创建高质量、严格和以临床为基础的教师培养计划；在高需求的城市和农村学校招聘、准备、雇用和支持更多不同的、有效的中学和中学科学教育工作者；并为在不同学校的中学和中学课堂实施以临床为基础的科学教师培养计划做出贡献。该项目将使一个由28名教师组成的队列成功完成TRA2计划，并获得国家科学教学许可证/认证、硕士学位和国家委员会认证。该项目专注于中学和中学科学，使TRA2在增加准备在全国高需求的城乡学校任教的高质量、文化敏感型和有执照的中小学科学教师数量方面具有独到之处。这个为期两年的项目的结果预计将为设计额外的TRA提供参考，这些TRA将作为全国常见的传统教师准备和毕业后认证计划的新替代方案。研究设计将是形成性的。通过对教师、地区领导人和校长的调查、对导师的电话采访以及从现有数据中获得的数据，将为TRA2的实施提供重要信息。

Teacher residency academies (TRAs) are gaining attention as a powerful tool for teacher preparation and professional development; however, there is a lack of empirical study demonstrating their merit. The goal of the Teacher Residency Academy Alliance (TRA2) - a partnership among Jackson State University, the National Board for Professional Teaching Standards, Xavier University of Louisiana, and seven diverse urban and rural school districts in Mississippi and Louisiana - is to investigate the implementation of a TRA model to recruit, license, induct, employ, and retain 28 middle school and secondary science teachers for high-need schools that serve more than 119,000 diverse students. The Alliance will accomplish its goal by completing the following specific objectives: create a high quality, rigorous, and clinically-based teacher preparation program for aspiring middle and secondary science teachers; recruit, prepare, employ, and support an increased number of diverse (e.g., African American), effective middle and secondary science educators in high-need urban and rural schools; and contribute to the knowledge base regarding the implementation of a clinically-based science teacher preparation for middle and secondary classrooms in diverse schools. The project will enable one cohort of 28 teachers to successfully complete the TRA2 program and obtaining state licensure/certification in science teaching, a master's degree, and initiation to National Board certification.The project's focus on middle school and secondary science helps make TRA2 unique in its approach to increase the number of high quality, culturally responsive, and licensed middle and secondary science teachers prepared to teach in the nation's high-need urban and rural schools. Project outcomes of this two year project are expected to inform the design of additional TRAs that will serve as a novel alternative to the traditional teacher preparation and post-baccalaureate certification programs common throughout the nation.The study design will be formative. The data obtained through surveys of teachers, district leaders, and principals, telephone interviews of mentors, and from extant data, will provide important information regarding the implementation of TRA2.