Science Education for Excellence and Equity in Chicago (SEEEC)

芝加哥-伊利诺伊大学与各种各样的非营利组织（项目SYNCERE，小村环境正义组织，芝加哥自由学校，芝加哥植物园，芝加哥河之友，拉丁裔进步研究所）合作，寻求培养30名新的科学教学研究员（TFs），同时培养10名硕士教学研究员（MTFs）的能力，成为城市科学教育的领导者。该项目将通过三管齐下的机制来解决所有参与者的专业发展问题，该机制强调(a)侧重于下一代科学标准的特定内容信息，(b)与文化相关的实践，以及(c)教师询问/研究。这项工作将与芝加哥公立学校合作进行。最近的毕业生，职业转换者和在职的硕士教师将提供(a)广泛的科学集中，包括生物学，化学，地球和空间科学，环境科学和物理学，(b)独特的城市科学教育视角，强调多样化的学习资产和公平，以及(c)教师，教师领导和非营利组织社区的专业发展机会。助教将在获得教学领导硕士学位的同时准备执照：科学教育，学习教学和检查他们的实践，因为它与教学和特定社区的学习有关。mtf将学习进行实践者研究，并领导教师调查小组，研究STEM教师实践和学生学习中的基本和持久挑战。形成性和总结性评估将侧重于分析与学位和执照获得、各种教学实践活动（课程计划、参与者调查等）以及满足总体项目目标的进展相关的定性和定量数据。在此过程中，该项目将增进对大学教师、学校教师领导和当地非营利实体以社区为基础的伙伴关系在加强教师教育和发展方面所起作用的认识和理解，以及促进其成功的环境。这项工作的结果将在美国教育研究协会和美国教师教育学院协会的全国会议上发表。

In collaboration with a wide variety of non-profit organizations (Project SYNCERE, Little Village Environmental Justice Organization, Chicago Freedom School, Chicago Botanic Garden, Friends of the Chicago River, Institute for Latino Progress), the University of Chicago-Illinois seeks to prepare 30 new science teaching fellows (TFs) while building the capacity of 10 master teaching fellows (MTFs) to be leaders in urban science education. The project will address the professional development of all participants through a three-pronged mechanism which emphasizes (a) content-specific information that focuses on Next Generation Science Standards, (b) culturally relevant practices, and (c) teacher inquiry/research. The work will be performed in partnership with the Chicago Public Schools.Recent graduates, career changers, and in-service Master Teachers will be provided with (a) a broad range of science concentrations including biology, chemistry, earth and space science, environmental science, and physics, (b) a unique urban perspective on science education that emphasizes diverse learning assets and equity, and (c) professional development opportunities within a community of faculty, teacher-leaders, and non-profit organizations. TFs will be prepared for licensure while earning a Master's in Instructional Leadership: Science Education, learning to teach and examine their practice as it relates to teaching, and learning within specific communities. MTFs will learn to conduct practitioner research and lead teacher inquiry groups examining essential and enduring challenges in STEM teacher practice and student learning. Formative and summative evaluation will focus on analysis of both qualitative and quantitative data related to degree and licensure attainment, the various teaching practice activities (lesson plans, participant surveys, etc.), and progress in meeting the overarching project goals. In doing so, the project will advance knowledge and understanding of the role played by community-based partnerships of university faculty, school teacher-leaders, and local non-profit entities in enhancing teacher education and development, and the circumstances that promote their success. The results of this work will be presented at national meetings of the American Educational Research Association and the American Association of Colleges of Teacher Education.