Expert Clinically-Based Teacher Educators (ECBTE)

这个诺伊斯硕士教学奖学金（MTF）项目投资于硕士教师，并通过支持他们成为教育工作者来提高他们的成长机会，这些教育工作者将缩小大学教师准备计划与大辛辛那提地区高需求学区之间的差距。该项目的目标是：（a）留住18名经验丰富的STEM教师，并发展他们成为专业临床教育工作者的能力;（B）加强对职前和新入职STEM教师的培训和支持;（c）为当地中学生提供高质量的STEM教学。 辛辛那提大学、辛辛那提公立学校和辛辛那提州立技术社区学院之间的伙伴关系尤为牢固。 每个伙伴机构将发挥领导作用，向教师提供与项目各项目标有关的专业发展活动菜单。 因此，这一计划将为在高需求学区和高等教育机构之间建立协同作用以及为发展特级教师提供一个示范模式，有一个新的研究机构表明，教师的专业发展机会往往在他们开始被承认为特级教师时减少;在这个时候，他们也可能想考虑行政或高等教育的职业轨迹。 这一雄心勃勃的计划是基于这样一个假设，即如果为名师提供创造新职业道路的选择，他们将更有可能留在课堂上。 因此，该项目为教师提供了多种选择，以推进他们的职业生涯，例如，学习如何教授双学分或AP课程，担任兼职教师，获得认证以教授英语学习者，参与职前教师的课程修订，或指导和设计混合STEM电子学习课程。 该项目的核心活动，其中包括先进的内容课程，导师培训和先进的教学培训是在文献的基础上新兴的教学实践，已被证明是有效的。 形成性和总结性评估将使用混合方法进行，以监控项目目标的保留，硕士教师发展和整体项目有效性的进展。 课堂观察，调查和焦点小组访谈将被收集和分析，以提供深入了解是否大师教师正在使用他们的经验，以提供高质量的学习经验，通过指导和其他领导活动，加强教学网络，并制定行动研究计划。 项目成果将在美国教育研究协会举办的全国会议上以及在《教育行动研究》、《创新高等教育》、《STEM教育杂志》和《STEM教育研究杂志》等期刊上传播。

This Noyce Master Teaching Fellowship (MTF) project invests in master teachers and enhances their growth opportunities by supporting them to become educators who will close the gap between university teacher preparation programs and high-needs school districts in the greater Cincinnati area. The goals of this project are to (a) retain 18 experienced STEM teachers and develop their capacity to become expert clinical educators, (b) enhance the preparation and support for pre-service and new STEM teachers and, (c) provide access to high quality STEM instruction for local secondary students. The partnership between the University of Cincinnati, Cincinnati Public Schools, and Cincinnati State Technical Community College is particularly strong. Each partner institution will take a leadership role in providing teachers with a menu of professional development activities that are related to each of the project's goals. Thus, this plan will provide an exemplary model for creating synergy between high-needs school districts and institutions of higher learning as well as for master teacher development.There is an emerging body of research that shows that opportunities for professional growth for teachers tend to diminish by the time they are beginning to be recognized as master teachers; a time when they are also likely to want to consider career trajectories in administration or higher education. This ambitious plan is based on the hypothesis that if master teachers are provided with options to create new career paths they will be more likely to remain in the classroom. Therefore, the project provides master teachers with a variety of options to advance their careers such as, learning how to teach dual credit or AP courses, serving as adjunct faculty, receiving certification to teach English Language Learners, participating in curriculum revision for pre-service teachers, or instructing and devising curricula for blended STEM e-learning. The project's core activities, which include advanced content coursework, mentor training, and advanced pedagogical training is grounded in the literature on emerging instructional practices that have been shown to be effective. Formative and summative evaluation will be performed using a mixed-methods approach to monitor progress toward the project goals for retention, master teacher development, and overall project effectiveness. Classroom observations, surveys, and focus group interviews will be collected and analyzed to provide insight into whether or not master teachers are using their experiences to provide high-quality learning experiences, strengthening teaching networks through mentoring and other leadership activities, and developing action research plans. Project results will be disseminated at national meetings held by the American Educational Research Association and in the journals such as, Educational Action Research, Innovative Higher Education, the Journal of STEM Education, and the Journal of Research in STEM Education.