MSU SETS-UP: Supporting Early-Career Teachers of Science through Urban Partnerships

密歇根州立大学正在实施一项名为“MSU SETS-UP：通过城市伙伴关系支持早期职业科学教师”的 NSF 教学奖学金和硕士教学奖学金项目。第一个夏季的强化课堂和实地体验让 20 名教员为在底特律、大急流城、兰辛和杰克逊这四个合作学区进行为期一年的城市实习做好准备。研究员与密歇根州东南部的 United Way 合作，学习支持社区学校的策略以及 United Way 如何与家庭和教师合作以改善学校生活质量。该项目的一些关键支持功能包括经验丰富的科学教师的面对面辅导、前密歇根州立大学诺伊斯学者、密歇根州立大学伍德罗·威尔逊研究员和诺尔斯基金会科学教学研究员的面对面和虚拟辅导、研讨会、与这些研讨会相结合和扩展的在线资源、访谈、期刊交流和签到。该项目使研究员能够分享他们深厚的知识和技能，重点是在密歇根州及其他地区的高需求学校中以基于改革和情境响应的方式进行教学。该奖学金还预计将增加拥有丰富内容知识并坚定致力于教授最需要的学生的 STEM 教师的数量。此外，关于如何有效地帮助个人做好在高需求环境中教学的准备以及如何在远离大学的地方支持早期职业教师的知识，对密歇根州立大学及更广泛范围内更传统的教师准备项目的设计产生了影响。最后，这一举措与密歇根州立大学最近开展的其他举措相结合，预计将增加进入 STEM 教学团队并选择在高需求环境中任教的代表性不足（女性和少数族裔）学者的数量。

Michigan State University is implementing an NSF Teaching Fellowships and Master Teaching Fellowship Project called "MSU SETS-UP: Supporting Early-Career Teachers of Science through Urban Partnerships." Intensive class- and field-based experiences during the first summer prepare the 20 Teaching Fellows for a year-long urban residency in four partner school districts Detroit, Grand Rapids, Lansing, and Jackson. Working with United Way of Southeast Michigan, Fellows learn strategies for supporting neighborhood schools and how United Way works with families and teachers to improve the quality of life in schools. Some key support features of this project include face-to-face coaching by experienced science teachers, face-to-face and virtual mentoring by former MSU Noyce Scholars from a previous award, MSU Woodrow Wilson Fellows, and Knowles Foundation Science Teaching Fellows, workshops, on-line resources coupled with and extending from these workshops, interviews, journal exchanges, and check-ins. This project enables Fellows to share their deep knowledge and skills focused on teaching reform-based and context-responsive ways in high-need schools throughout the state of Michigan and beyond. The Fellowships are also expected to increase the number of STEM teachers with strong content knowledge and a strong commitment to teaching students with the greatest need. In addition, what is learned about how to effectively prepare individuals for teaching in high-need settings and in supporting early-career teachers at a distance from the university has an impact on the design of more traditional teacher preparation programs at MSU and more broadly. Lastly, this initiative, combined with others recently undertaken at MSU, are expected to increase the number of under-represented (women and minority) scholars who enter the STEM teaching corps and choose to teach in high-need settings.