Building Rural STEM Educator Capacity through Partnership

该项目汇集了来自农村地区的STEM和STEM教育教师、教师和管理人员，以及其他致力于改善STEM教育的人士，在缅因州建立伙伴关系，以吸引、培养和支持高需求农村地区的STEM教师和教师领导。这一伙伴关系促进了一个网络化的改进社区，以开发和传播示范性的STEM教学方法课程，为职前和在职教师做好准备，开始《下一代科学标准》和《数学共同核心国家标准》所要求的转型过程。在对高需求地区进行需求评估后，该合作伙伴关系正在利用这些信息设计招聘策略，创新，协作领域经验和其他专业发展，以支持STEM教师和教师领导者的持续专业成长，硕士教学研究员获得研究生证书。这些教师能够对他们的学生和社区产生重大而长期的影响。随着信息的收集和能力的建立，伙伴关系成员正在为研究员安置获得成本分担承诺和协议，制定研究和评估计划，为NSF教学奖学金和硕士教学奖学金提案提供基础。这一倡议的合作伙伴包括在STEM教学和学习方面具有专业知识的研究人员、资深教师和课程主任，他们每个人都为社区带来不同的知识。课程和课程开发以学科为基础的教育研究为基础，包括与实施实践的挑战相关的研究。对专业发展的每个要素进行评估，并使用结果来指导改进。该项目的网络化改进社区正在为如何利用这一战略改善农村地区的教育提供见解。通过这个项目开发的课程被广泛传播，因此其他人可以从这个社区的产品中受益。

This project brings together STEM and STEM education faculty, teachers and administrators from rural districts, and others committed to improving STEM education to develop a partnership to build capacity in Maine to attract, prepare, and support STEM teachers and teacher leaders in high-need rural districts. This partnership fosters a networked improvement community to develop and disseminate exemplary STEM teaching methods courses, preparing both pre-service and in-service teachers to begin the transformation process called for in the Next Generation Science Standards and the Common Core State Standards in Mathematics. After conducting a needs assessment of high-need districts, the partnership is using this information to design recruitment strategies, innovative, collaborative field experiences and other professional development to support ongoing professional growth of STEM teachers and teacher leaders, with Master Teaching Fellows earning a Graduate Certificate. These teachers are positioned to have a significant, long term impact on their students and their communities. As information is collected and capacity is built, partnership members are obtaining cost share commitments and agreements for Fellow placements, develop a research and evaluation plan, providing the basis for an NSF Teaching Fellowships and Master Teaching Fellowships proposal. The partnership for this initiative includes researchers with expertise in STEM teaching and learning, veteran teachers, and curriculum directors, each of whom brings different knowledge to the community. The course and curriculum development is informed by discipline-based education research, including studies related to challenges of implementing the practices. Each element of professional development is assessed, with the results used to guide improvements. The project's networked improvement community is providing insights into the use of this strategy for ongoing educational improvement in rural areas. Courses developed through this project are disseminated broadly, so others benefit from the products of this community.