Streamline to Mastery Phase II: Teacher-Led Professional Partnerships

简化到精通第二阶段：教师主导的专业合作伙伴关系

• 批准号: 1340083
• 负责人: Valerie Otero
• 金额: $ 180万
• 依托单位: University of Colorado at Boulder
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-09-01 至 2021-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1340083&HistoricalAwards=false
• 关键词: Streamline; Mastery; Phase; II; Teacher

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

精简到精通第二阶段建立在集体归纳哲学的基础上，该哲学支撑着科罗拉多大学博尔德分校成功的 NSF 资助的诺伊斯项目。 该项目通过汇集具有不同经验水平的教师和未来教师的诺伊斯教师团队，整合、扩展和调整教师准备、入职和领导力。 每个由资深教师、新手和未来教师组成的团队的重点是进行课堂研究，这种集中活动的目标是对教学假设进行批判性检验。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知识生成的设计一样，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。该项目由科罗拉多大学博尔德分校、亚当斯 12 所五星级学校、博尔德谷、樱桃溪、丹佛公立学校、恩格尔伍德、杰斐逊县、梅普尔顿和圣弗赖恩谷学区合作，并包括科罗拉多遗产基金会作为合作伙伴。本项目的设计超越了“探究式”、“以学生为中心”等教学实践的一般描述，进入了教师学习情境的根本重组领域。精简到掌握第二阶段研究团队活动既是参与者专业成长的机制，也是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生成的模型。该项目有可能影响数千名学生，并引发教师准备、新手教师入职和资深教师专业发展方式的大规模变革。拟议的教师研究团队模型具有潜在的可持续性，它建立在毕生致力于教学的人们的能力和智慧之上，而不是问题之上。这一理念延伸到了 K-12 课堂，学生的技能和经验可以得到利用，而不是受到质疑。该项目提出和测试的模型基于公平和机会，以人们将在利用其社交、语言、经验和认知资源的环境中学习的理解为指导。该项目立即影响了科罗拉多州高需求学区的 40 多名教师，其中包括 10 名新的硕士教学研究员及其学生。希望诺伊斯教师团队发表和展示他们的作品，并让其他教师参与专业发展活动，从而对全国教师和学生产生更大的影响