Streamline to Mastery Phase II: Teacher-Led Professional Partnerships

精简掌握第二阶段建立在集体感应哲学，巩固成功的NSF资助的诺伊斯计划在科罗拉多大学博尔德。 该项目是整合，扩大和调整教师的准备，诱导，并通过汇集教师和未来的教师与不同层次的经验诺伊斯教师团队的领导。 每个团队的经验丰富，新手和未来的教师的重点是进行课堂研究和这个集中活动的目标是关于教学和学习的假设的批判性检查。这种反思发生的机制是对自己的实践、他人的实践和学生的实践进行科学探究。这种设计就像任何科学实验室的知识生成一样，所有参与者都扮演着知识生产者和专家学习者的关键，富有成效的角色。该项目是科罗拉多大学博尔德分校、亚当斯12所五星星学校、博尔德谷、樱桃溪、丹佛公立学校、恩格尔伍德、杰斐逊县、梅普尔顿和圣弗兰谷学区的合作项目，并包括科罗拉多遗产基金会作为合作伙伴。本计画的设计超越一般教学实务的描述，如“探究式”、“以学生为中心”等，而进入教师学习情境的根本性重组领域。精简掌握第二阶段研究小组活动既作为参与者的专业成长机制，也作为对个人和专业有意义的问题进行科学探究如何导致集体知识产生的模式。该项目有可能影响成千上万的学生，并在教师准备，新手教师入职和资深教师专业发展的方式上引发大规模的变革。拟议的教师研究小组模式是潜在的可持续发展，而不是质疑，谁把自己的生命献给教学的人的能力和智慧的基础上。这一理念超越到K-12教室，在那里学生的技能和经验可以利用，而不是质疑。在这个项目中提出和测试的模型是基于公平和访问，由理解，人们将在利用他们的社会，语言，经验和认知资源的情况下学习的指导。该项目立即影响了40多名教师，包括10名新的硕士教学研究员，以及他们在科罗拉多高需求学区的学生。诺伊斯教师团队出版和介绍他们的工作，并从事专业发展活动的其他教师的期望导致全国教师和学生的影响更大

Streamline to Mastery Phase II builds on the collective induction philosophy that undergirds successful NSF-funded Noyce programs at the University of Colorado Boulder. The project is integrating, expanding, and aligning teacher preparation, induction, and leadership by bringing together Noyce Teacher Teams of teachers and prospective teachers with different levels of experience. The focus of each team of veteran, novice, and prospective teachers is on conducting classroom research and the goal of this centralizing activity is the critical examination of assumptions about teaching and learning. The mechanism by which such reflection occurs is scientific inquiry into one's own practice, the practices of others, and the practices of students. This design is like that of any scientific laboratory-knowledge generation with all participants playing critical, productive roles as knowledge producers as well as expert learners. The project is a collaboration of the University of Colorado Boulder, Adams 12 5-Star Schools, Boulder Valley, Cherry Creek, Denver Public Schools, Englewood, Jefferson County, Mapleton, and St. Vrain Valley school districts and includes Colorado Legacy Foundation as a partner. The design of this project reaches beyond general descriptions of teaching practice such as "inquiry-based" and "student-centered" and into the realm of fundamental reorganization of learning contexts for teachers. The Streamline to Mastery Phase II research team activities serve as mechanisms both for the professional growth of participants and as a model for how scientific inquiry into personally and professionally meaningful problems leads to collective knowledge generation. This project has the potential to impact thousands of students as well as to instigate large-scale change in the way teacher preparation, novice teacher induction, and veteran teacher professional development are conducted. The proposed Teacher Research Team model is potentially sustainable and builds on, rather than questions, the abilities and wisdom of people who devote their lives to teaching. This philosophy transcends into K-12 classrooms, where the skills and experiences of students can be utilized rather than questioned. The model proposed and tested in this project is based on equity and access, guided by the understanding that people will learn in contexts that capitalize on their social, linguistic, experiential, and cognitive resources. The project immediately impacts over 40 teachers, including 10 new Master Teaching Fellows, and their students in high-needs school districts in Colorado. The expectation that Noyce Teacher Teams publish and present their work, and engage other teachers in professional development activities leads to a greater impact on teachers and their students nationwide