Teach SouthCoast STEM

马萨诸塞州达特茅斯大学（UMass达特茅斯）及其学校和社区合作伙伴正在为Fall River，新贝德福德和马萨诸塞州Wareham的中学准备20名新的科学和数学教师（教学研究员）和10名硕士教学研究员作为STEM教育工作者。 该项目通过关注三个主要的项目线来培养STEM教师：1）教育工作者通过内容密集型学习体验加深他们的STEM内容知识和教学实践; 2）教育工作者通过积极探索STEM教育中的新兴技术来发展关键的21世纪技能;以及3）教育工作者通过合作的方法，基于利用同伴指导，指导和专业学习社区的成熟模式，培养教师领导技能。 教学研究员在15个月内获得艺术硕士学位，这是一个加速的时间表，其中包括在高需求学校进行一整年的教学实习。硕士教学研究员在一年内获得研究生水平的12学分STEM教师领导证书，发展辅导技能，并将TF引入教学行业。在参与项目的过程中，助教们将成长为硕士教师，并获得专业教学许可证和STEM教师领导力证书。通过TF和MTF的培训和指导活动，以及项目深入的数据管理和全面的评估，该项目揭示了教师准备和学生成绩之间的直接关系。该项目正在跟踪新教师的内容知识和教学技能的增长，并跟踪有经验的教师的领导和指导技能的发展。随着TF和MTF完成教育研究课程的要求，参与者参与解释和分享自己的研究，为STEM课堂的变化做出贡献。 此外，该计划还有助于在马萨诸塞大学达特茅斯技术/工程教学许可证的发展，满足迫切的区域需求。

The University of Massachusetts Dartmouth (UMass Dartmouth) and its school and community partners are preparing 20 new science and mathematics teachers (Teaching Fellows) and 10 Master Teaching Fellows as STEM educators for the middle and secondary schools of Fall River, New Bedford, and Wareham, MA. The project is preparing STEM teachers by focusing on three major program strands: 1) educators deepening their STEM content knowledge and instructional practices through content-intensive learning experiences; 2) educators developing critical 21st century skills through the active exploration of emerging technologies in STEM education; and 3) educators developing teacher leadership skills via a collaborative approach, based on a proven model that utilizes peer-coaching, mentoring, and professional learning communities. Teaching Fellows earn a Master of Arts in Teaching-Initial licensure in 15 months, an accelerated schedule that includes a full year of teaching residency in a high-need school. Master Teaching Fellows earn a graduate-level 12-credit STEM Teacher Leadership Certificate within one year, developing mentoring skills, and ushering the TFs into the teaching profession. While participating in the program, the Teaching Fellows are developing into master teachers, earning a professional teaching license and a STEM Teacher Leadership Certificate.Through the training and mentoring activities of the TFs and MTFs, together with the project's in-depth data management and thorough evaluation, the project is uncovering direct relationships between teacher preparation and student achievement. The project is tracking the growth of content knowledge and pedagogical skills in beginning teachers, and also tracking the development of leadership and mentoring skills in experienced teachers. With the requirement that both TFs and MTFs complete coursework in educational research, the participants engage in interpreting and sharing their own research, contributing to change in STEM classrooms. In addition, the program is contributing to the development of a Technology/Engineering teaching license at UMass Dartmouth, meeting an urgent regional need.