Developing Master Teachers through the South Carolina Science and Mathematics Teacher Leaders (SC-SMTL) Program

通过南卡罗来纳州科学和数学教师领导者 (SC-SMTL) 计划培养名师

• 批准号: 1439842
• 负责人: Jan Yow
• 金额: $ 299.03万
• 依托单位: University of South Carolina at Columbia
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-08-15 至 2023-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1439842&HistoricalAwards=false
• 关键词: Developing; Master; Teachers; through; South

In collaboration with South Carolina's Coalition for Mathematics and Science, the University of South Carolina-Columbia seeks to establish professional development mechanisms for 20 Master Teaching Fellows (MTFs). Four challenges faced by rural teachers and their school districts have been identified; (a) relative isolation from other teachers, (b) high attrition, (c) lack of leadership, and (d) weak opportunities for continuing teacher education. The project will initiate strategies to address these challenges and evaluate their implementation. The work will be carried out in partnership with Fairfield County, Lexington County, Lexington, Orangeburg Consolidated, and Sumter school districts.The project is based on research that addresses effective STEM professional development for rural teachers. The project team will employ proven strategies to create a network of teacher-leaders with strong content knowledge through on-site and virtual mentor/coach, content-knowledge, and new math and science standards training. In years one through three of the project, teachers will participate in intensive summer workshops or Instructional Leadership Academies which they will begin to co-lead by year four. Data generated through assessment and evaluation will underpin investigations of how the project components enhance the preparation and commitment of the MTFs and the circumstances governing success. Formative and summative evaluation will focus on determining whether or not the conceptual basis of the interventions (addressing the four challenges) is sound. Assessment will include both qualitative and quantitative data collected through tracking MTF participation in project activities, perceptions of all aspects of the project (online surveys), performance in coursework, and classroom observations. The results of this work will be presented at annual regional and national meetings and submitted for publication in a variety of teaching journals such as The Journal of Science Teacher Education, Journal for Mathematics Teacher Education, and Journal for Research in Rural Education.

在与南卡罗来纳州的数学和科学联盟合作，南卡罗来纳大学哥伦比亚分校寻求建立专业发展机制，为20名硕士教学研究员（MTF）。 农村教师及其所在学区面临的四个挑战是：（a）与其他教师相对隔离;（B）自然减员率高;（c）缺乏领导能力;（d）教师继续教育机会少。 该项目将提出应对这些挑战的战略，并评价其执行情况。这项工作将与费尔菲尔德县、列克星敦县、列克星敦、奥兰治堡联合学校和萨姆特学区合作开展。该项目基于针对农村教师有效的STEM专业发展的研究。 项目团队将采用经过验证的策略，通过现场和虚拟导师/教练，内容知识以及新的数学和科学标准培训，创建一个具有强大内容知识的教师领导者网络。 在项目的第一到第三年，教师将参加密集的夏季研讨会或教学领导学院，他们将开始共同领导的第四年。 通过评估和评价产生的数据将有助于调查项目各组成部分如何加强中期框架的编制和承诺以及成功的条件。 形成性和总结性评价将侧重于确定干预措施（应对四项挑战）的概念基础是否合理。 评估将包括通过跟踪MTF参与项目活动、对项目各个方面的看法（在线调查）、课程表现和课堂观察收集的定性和定量数据。 这项工作的结果将提交年度区域和国家会议，并提交出版在各种教学期刊，如科学教师教育杂志，数学教师教育杂志和农村教育研究杂志。