Oakland Urban Teacher Residency

奥克兰城市教师驻留计划（OUTR）是米尔斯学院自然科学与数学学部及其教育学院、奥克兰联合学区（OUSD）、劳伦斯科学馆和北加州KQED公共媒体之间的合作伙伴关系。该项目正在招募、准备、指导和维持一支由20名STEM教师组成的骨干队伍，其基础是一种医疗住院医师模式，在这种模式下，新的教学研究员由经验丰富的大师教师指导，这一模式补充了usd在其每所中学实施的教学轮次模式。OUTR的一个关键组成部分是让教学研究员、研究员的导师和项目的合作伙伴参与一个研究项目，研究这种教师实习模式，以确定STEM职前教师的技能和知识是如何在相互联系、连贯的学习社区中随着时间的推移而发展的。OUTR合作伙伴和参与者进行的研究增加了关于高需求城市学区教师准备和保留的有效STEM住院模式的知识库。此外，该项目支持新教师干部在最初的准备年之后进入并留在usd至少四年，提供强大的内容知识，为奥克兰学生提供有效的教学方法，以及观察，监控和增加学生学习的知识。因此，该项目增加了OUSD中学STEM教师的数量、多样性和掌握程度，同时改善了其他类似情况下学生的学习，以及教师对学习的了解。

The Oakland Urban Teacher Residency program (OUTR) is a partnership among Mills College's Division of Natural Science and Mathematics and its School of Education, the Oakland Unified School District (OUSD), the Lawrence Hall of Science, and KQED Public Media for Northern California. The project is recruiting, preparing, mentoring and sustaining a cadre of 20 STEM teachers based on a medical residency model in which new Teaching Fellows are mentored by experienced master teachers---a model which complements the instructional rounds model that OUSD has implemented in each of their secondary schools. A key component of OUTR is engaging the Teaching Fellows, the Fellows' mentors, and the program's partners in a research project to study this teacher residency model in order to determine how the skills and knowledge of STEM pre-service teachers develop over time within connected, coherent learning communities. OUTR partners and participants produce research that adds to the knowledge base about effective STEM residency models of teacher preparation and retention in high-needs urban school districts. In addition, the project supports cadres of new teachers to enter and remain for at least four years in OUSD after their initial preparation year, providing strong content knowledge, effective pedagogies that are designed for teaching Oakland students, and knowledge of observing, monitoring and increasing student learning. Thus, the project increases the number, diversity, and mastery of secondary STEM teachers in OUSD, while improving student learning, and faculty learning about learning, for others similarly situated.