STEM Colorado Teaching to Learn Program

该第二阶段项目旨在通过将具有不同类型和水平经验的现任和未来教师组成的Noyce教师团队整合、扩展和协调教师准备、入职和掌握。每个由资深教师、新手教师和未来教师组成的团队的重点都是进行课堂研究，而这种集中活动的目标是对关于教和学的假设进行批判性的审查。这种反思发生的机制是对自己的实践、他人的实践和学生的实践的科学探究。团队成员在他们自己的专业发展、准备或入职计划的四个不同方面进行合作：(1)在K-12课堂上进行基于学科的教育研究，(2)实施最先进的技术和基于研究的方法，(3)对教学和学习进行规划和反思，以及(4)会议报告和期刊出版物。教而学的项目是科罗拉多大学博尔德大学、亚当斯十二所五星级学校、博尔德谷、樱桃溪、丹佛公立学校、恩格尔伍德、杰斐逊县、梅普尔顿和圣弗拉恩山谷校区与前诺伊斯项目相关的合作项目。教而学研究团队活动既是参与者专业成长的机制，也是对个人和专业有意义的问题进行科学探索如何产生知识的典范。该项目正在向30名职前教师提供奖学金和津贴，其中包括本科生和获得学士学位后认证的学生。除了为职前学生提供广泛的现场经验外，该项目还为新近毕业的更有经验的诺伊斯毕业生提供了一个扩大的专业发展计划，这些计划得到了以前的助学金的支持。诺伊斯教师团队发表和展示他们的工作的期望导致了对全国教师驱动的专业发展的更大影响。

This Phase II project is designed to integrate, expand, and align teacher preparation, induction, and mastery by bringing together Noyce Teacher Teams of current and prospective teachers with different types and levels of experience. The focus of each team of veteran, novice, and prospective teachers is on conducting classroom research and the goal of this centralizing activity is the critical examination of assumptions about teaching and learning. The mechanism by which such reflection occurs is scientific inquiry into one's own practice, the practices of others, and the practices of students. Team members collaborate on four different aspects of their own professional development, preparation, or induction program: (1) discipline-based educational research in the K-12 classroom, (2) implementation of state of the art technology and research-based approaches, (3) planning of and reflection on teaching and learning, and (4) conference presentations and journal publications. The Teaching to Learn project is a collaboration of the University of Colorado Boulder, Adams Twelve 5-Star Schools, Boulder Valley, Cherry Creek, Denver Public Schools, Englewood, Jefferson County, Mapleton, and St. Vrain Valley school districts associated with former Noyce projects. The Teaching to Learn research team activities serve as mechanisms both for the professional growth of participants and as a model for how scientific inquiry into personally and professionally meaningful problems leads to knowledge generation. The project is providing scholarships and stipends to 30 preservice teachers, including undergraduates and post-baccalaureate certification students. In addition to providing extended field experiences for preservice students, the project offers an expanded professional development program for recent and more experienced Noyce graduates supported under previous grants. The expectation that Noyce Teacher Teams publish and present their work leads to a greater impact on teacher-driven professional development nationwide.