Teach SouthCoast STEM

马萨诸塞大学达特茅斯分校及其学校和社区合作伙伴正在培训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，担任Fall River、New Bedford和Wareham，MA的中学和中学的STEM教育者。该项目通过重点关注三个主要项目来培养STEM教师：1)教育工作者通过内容密集型学习经验深化他们的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培养21世纪的关键技能；3)教育工作者通过合作的方式培养教师的领导技能，该方法基于一种成熟的模式，利用同行辅导、指导和专业学习社区。教学研究员在15个月内获得教学文学硕士学位--初步许可，这是一个更快的时间表，其中包括在一所高需求学校的一整年的教学实习。硕士教学研究员在一年内获得研究生级别的12学分STEM教师领导力证书，发展指导技能，并将教师带入教师职业。在参与该项目的同时，教学研究员正在发展成为大师教师，获得专业教学许可证和STEM教师领导力证书。通过教师培训和指导活动，以及项目深入的数据管理和彻底的评估，该项目揭示了教师准备和学生成绩之间的直接关系。该项目正在跟踪初任教师的教学知识和教学技能的增长，并跟踪有经验的教师的领导能力和指导技能的发展。由于要求教师和教师都完成教育研究的课程工作，参与者参与口译和分享他们自己的研究，为STEM课堂的变化做出贡献。此外，该计划正在为马萨诸塞州大学达特茅斯分校技术/工程教学许可证的开发做出贡献，以满足该地区的迫切需求。

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.