Streamline to Mastery Phase II: Teacher-Led Professional Partnerships

“从流线到精通”第二阶段建立在集体归纳哲学的基础上，这种哲学奠定了美国国家科学基金会资助的科罗拉多大学博尔德分校Noyce项目的成功基础。该项目通过将Noyce教师团队和具有不同经验水平的潜在教师聚集在一起，整合、扩展和协调教师准备、入职和领导。每一个由老教师、新教师和准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有关教与学的假设进行批判性检查。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，所有参与者都扮演着重要的、富有成效的角色，既是知识的生产者，也是专业的学习者。该项目是科罗拉多大学博尔德分校、亚当斯12所五星级学校、博尔德山谷、樱桃溪、丹佛公立学校、恩格尔伍德、杰斐逊县、梅普尔顿和圣Vrain山谷学区的合作项目，包括科罗拉多遗产基金会作为合作伙伴。该项目的设计超越了“以探究为本”、“以学生为中心”等教学实践的一般描述，进入了教师学习语境的根本重组领域。“从流线到精通”第二阶段的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问题的科学探究如何导致集体知识产生的模型。这个项目有可能影响成千上万的学生，并引发教师准备、新教师入职和老教师专业发展方式的大规模变革。拟议的教师研究团队模式具有潜在的可持续性，它建立在将自己的一生奉献给教学的人的能力和智慧之上，而不是问题之上。这一理念延伸到了K-12的课堂，学生的技能和经验可以被利用，而不是被质疑。本项目提出和测试的模型基于公平和可及性，其指导思想是人们将在利用其社会、语言、经验和认知资源的环境中学习。该项目立即影响了科罗拉多州高需求学区的40多名教师和他们的学生，其中包括10名新的教学硕士研究员。Noyce教师团队期望出版和展示他们的作品，并让其他教师参与专业发展活动，这对全国的教师和学生产生了更大的影响

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