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

南卡罗来纳大学哥伦比亚分校与南卡罗来纳州数学与科学联盟合作，寻求为 20 名硕士教学研究员 (MTF) 建立专业发展机制。 确定了农村教师及其学区面临的四项挑战； (a) 与其他教师相对孤立，(b) 人员流失率高，(c) 缺乏领导力，以及 (d) 继续教师教育的机会较少。 该项目将启动应对这些挑战的战略并评估其实施情况。这项工作将与费尔菲尔德县、列克星敦县、列克星敦学区、奥兰治堡联合学区和萨姆特学区合作开展。该项目基于解决农村教师有效 STEM 专业发展的研究。 项目团队将采用行之有效的策略，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，创建一个拥有丰富内容知识的教师领导者网络。 在该项目的第一年到第三年，教师将参加密集的夏季研讨会或教学领导力学院，他们将在第四年开始共同领导。 通过评估和评价产生的数据将支持对项目组成部分如何加强中期工作组的准备和承诺以及成功的环境的调查。 形成性和总结性评价将侧重于确定干预措施（应对四个挑战）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）、课程作业表现和课堂观察而收集的定性和定量数据。 这项工作的结果将在年度地区和国家会议上展示，并提交在《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》等各种教学期刊上发表。

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.