STEM Colorado Teaching to Learn Program

这个第二阶段项目旨在整合，扩展和调整教师准备，入门和掌握通过汇集诺伊斯教师团队的当前和未来的教师与不同类型和水平的经验。 每个团队的经验丰富，新手和未来的教师的重点是进行课堂研究和这个集中活动的目标是关于教学和学习的假设的批判性检查。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进行科学探究。团队成员在自己的专业发展，准备或入门课程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）规划和反思教学和学习，以及（4）会议演示和期刊出版物。教学项目是科罗拉多大学博尔德分校、亚当斯十二所星星学校、博尔德谷、樱桃溪、丹佛公立学校、恩格尔伍德、杰斐逊县、梅普尔顿和与前诺伊斯项目有关的圣弗兰谷学区的合作项目。教学研究团队活动既作为参与者的专业成长机制，也作为对个人和专业有意义的问题进行科学探究如何产生知识的模式。该项目正在向30名副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证书的学生。 除了提供扩展的现场经验为novice学生，该项目提供了一个扩展的专业发展计划，为最近和更有经验的诺伊斯毕业生根据以前的赠款支持。诺伊斯教师团队出版和展示他们的工作的期望导致全国教师驱动的专业发展产生更大的影响。

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.