Preparing and Supporting New Earth Science Teachers through a Museum- and School-Based Teacher Residency Program

美国自然历史博物馆（AMNH）与纽约市教育部，新教师中心（NTC）和教育政策中心合作，应用研究正在扩展其在教学实习计划中的艺术硕士学位，并专注于中学地球科学（AMNH MAT）。唯一的非正式科学教育机构提供硕士课程，导致教学认证，博物馆正在将这种开创性的方法制度化，以准备，诱导和保留STEM教师。这个为期五年的NSF教学研究员项目通过支持15名教师候选人完成教育硕士学位并开始他们的教学生涯，帮助解决纽约市地球科学教师短缺的问题。 36个学分，15个月的MAT课程，由教育和科学教师团队领导，包括两个为期五个月的教学实习在纽约市高需求的学校，涉及ELL和特殊需要轮换。教学研究员接受指导，无论是从居住学校教师和博物馆教育工作者。该计划还包括在博物馆为期六周的暑期实习，在博物馆的教育计划中教授纽约学生，以及与博物馆科学工作人员和博士后研究员进行为期六周的暑期科学实习。在完成MAT学位后，教学研究员在高需求学校完成四年的教学，获得两年的入门支持，包括通过NTC的学生成功电子辅导（eMSS）和新教师学院课程在博物馆进行的在线辅导，然后由博物馆的Gottesman科学教学中心提供两年的额外专业发展支持。 AMNH正在通过广泛的地球科学专业招聘研究员，同时也在寻找职业转换者和不同背景的个人。在准备教师候选人认证和发展有效的教师，该项目是在STEM教师准备和保留领域的知识。AMNH MAT模式侧重于临床丰富的博物馆和学校为基础的居住经验，这是中央准备教师结合广泛的指导，在教学的头两年，这是支持保留工作的关键。该项目还涉及科学研究的机会，获得科学收藏和大厅，以及上岗后持续的专业发展机会。研究结果为评估和设计AMNH MAT模型的课程提供了证据，并为新教师在第一年的教学中提供了支持。该项目提出了一种新的STEM教师准备方法，利用非正式科学教育（ISE）机构的独特优势和资源。该项目展示了全国ISE的潜力，以帮助解决国家对合格STEM教师的迫切需求，并通过加强科学文化机构在科学教育中的正式作用，更广泛地促进改革。它提出了一个重要的模式，科学和教育教师合作的计划交付和ISE非营利教师准备和保留的伙伴关系。

The American Museum of Natural History (AMNH), in partnership with the New York City Department of Education, the New Teacher Center (NTC), and the Center for Education Policy, Applied Research is extending its Masters of Arts in Teaching Residency program with specialization in Secondary Earth Science (AMNH MAT). The only informal science education institution to offer a master's program leading to certification in teaching, the Museum is moving to institutionalize this pioneering approach to the preparation, induction, and retention of STEM teachers. This five-year NSF Teaching Fellows project helps address the documented shortage of Earth science teachers in NYC by supporting a cohort of 15 teacher candidates as they complete a master's degree in education and begin their teaching careers. The 36-credit, 15-month MAT program, led by a team of education and science faculty, includes two five-month teaching residencies in NYC high-need schools that involve both ELL and special needs rotations. Teaching Fellows receive mentoring, both from residency school teachers and Museum educators. The program also includes a six-week summer residency at the Museum teaching NYC students in the Museum's education programs, and a six-week summer science practicum with Museum scientific staff and postdoctoral fellows. After completing their MAT degree, Teaching Fellows complete four years of teaching in high-need schools, receiving two years of induction support that includes online mentoring through the NTC's e-Mentoring for Student Success (eMSS) and New Teacher Academy sessions at the Museum followed by two years of additional professional development support provided by the Museum's Gottesman Center for Science Teaching and Learning. AMNH is recruiting Fellows through broad outreach to geoscience majors while also seeking career changers and individuals of diverse backgrounds. In preparing teacher candidates for certification and developing effective teachers, the project is advancing knowledge in the field of STEM teacher preparation and retention. The AMNH MAT model focuses on clinically-rich museum and school-based residency experiences that are central to preparing teachers combined with extensive mentoring during the first two years of teaching, which are critical toward supporting retention efforts. The project also involves opportunities for scientific research, access to scientific collections and halls, and ongoing professional development opportunities after induction. The results provide evidence for assessing and designing programs drawing on the AMNH MAT model and lessons learned from supporting new teachers during their first years of teaching. This project presents a new approach to STEM teacher preparation that leverages the unique strengths and resources of an informal science education (ISE) institution. The project demonstrates the potential of ISEs nationwide to help address the nation's critical need for qualified STEM teachers and to contribute more broadly to reform by strengthening the formal role of science-based cultural institutions in science education. It presents an important model of science and education faculty cooperating in program delivery and for ISE-non-profit teacher preparation and retention partnerships.