Planning for a Teacher Fellowship/Master Teacher Fellowship Program to Serve High-Need Schools in Urban Southwestern Connecticut

布里奇波特大学（UB）与邻近的高需求学区（布里奇波特、诺沃克和斯坦福德）合作，提出了一个高效的能力建设项目，旨在设计一个联合教学奖学金/硕士教学奖学金（TF/MTF）计划。调查人员正在制定一项计划，以招募，准备和留住致力于在康涅狄格州西南部城市高需求学区教授物理科学的中学科学教师。该项目正在培养能力，从UB准备毕业的学生中招募10名TF，从已经在伙伴学区服务的在职中学科学教师中招募5名MTF。该项目通过确定在城市高度贫困环境中招募、培养和留住高中科学教师的有效方法，最终导致科学领域代表性不足的学生获得丰富和有效的学习经验，并因此增加了与科学有关的职业的招聘。此外，该项目还通过分析在高度贫困的城市学区取得成功的专家科学教师的做法，并公开他们的形象（在国家会议上发言并在同行评审的期刊上发表），为从业人员和学者提供重要信息。第三，该项目对社会的好处在于这些研究结果在更大范围内的潜在应用。因此，它作为高需求学校科学教育改进的典范，供全国其他教师培训机构采用。

University of Bridgeport (UB), in partnership with neighboring high-need school districts (Bridgeport, Norwalk, and Stamford) proposes to engage in a highly effective Capacity Building Project leading to the design of a combined Teaching Fellowship/Master Teaching Fellowship (TF/MTF) program. The investigators are developing a program to recruit, prepare, and retain secondary science teachers committed to teaching physical science in high-need school districts in urban Southwestern Connecticut. The project is developing the capacity to recruit ten TFs from UB's student body preparing to graduate in science-related and five MTFs from in-service secondary science teachers who already serve in partner school districts.The project supports the advancement of discovery through the identification of effective ways of recruiting, preparing, and retaining high-school science teachers in urban high-poverty settings, ultimately leading to enriched and effective learning experiences of underrepresented students in science, and their consequent increased recruitment into science-related careers. In addition, the project is providing essential information for practitioners and scholars by analyzing the practices of expert science teachers who are successful in high-poverty urban school districts, and making their images public (presentation at national conferences and publication in peer-reviewed journals). Third, the benefits of the project to society consist in the potential applications of these findings at a larger scale. As such, it serves as a model of science education improvement in high-need schools for adoption by other teacher preparation institutions nationwide.