The Milwaukee Master Teacher Partnership

这个Noyce硕士教学奖学金项目将解决密尔沃基公立学校中学数学和科学教师团队持续的、以内容为中心的专业发展的需求。该项目将包括为硕士教师提供以下途径：(a)为数学和科学重点领域的教学建立内容知识，(b)实施基于研究的最佳教学实践，以改善学生的学习，以及(c)组建团队设计和实施行动研究项目，从而导致专业发展的迭代循环。硕士教师将获得内容或教学主题（如设计有意义的科学实验室体验，或在高中数学课程中教授统计学）、指导和领导三个层次的微证书。鉴于《威斯康辛战略计划》确定了全州教师持续存在的专业技能差距，而且威斯康辛州超过60%的学区目前被指定为数学和科学领域的高需求学区，该项目将为培养大师教师创造另一种激励措施，这可以被全州的学校系统所适应。这个项目的一个独特之处在于，在整个微认证过程中，将鼓励主教师定制自己的专业发展，使教师的声音成为所有培训活动的核心。此外，领导和指导的资格认证程序已被设计为要求大师教师与其所在学校或学区的其他教师合作开展行动研究项目。这些活动的成果预计将是模块化的、可移动的和可复制的，这样主教师就可以与其他教师群体开展类似的活动，进一步扩大项目的影响。项目评价将有助于提供文件，说明项目核心活动按预期进行的程度，收集关于研究员项目活动经验的形成性和总结性反馈，并提供研究支助，其中可能包括协助编制工具或标题，或提供对数据样本编码的可靠性检查。

This Noyce Master Teaching Fellowship project will address the need for sustained, content-focused professional development for teams of secondary mathematics and science teachers in Milwaukee Public Schools. The project will include pathways for master teachers to (a) build content knowledge for teaching in focused areas of mathematics and science, (b) implement research-based best pedagogical practices to improve student learning, and (c) develop teams to design and conduct action research projects that lead to iterative cycles of professional development. The master teachers will acquire micro-credentials across three levels in content or pedagogical topic (such as the design of meaningful science lab experiences, or the teaching of statistics in high school mathematics courses), mentoring and leadership.Acknowledging that the Wisconsin Strategic Plan identifies an ongoing professional skills gap for teachers across the state and that over 60% of the school districts in Wisconsin are currently designated as high-needs districts in mathematics and science, this project will create alternative incentives for the development of master teachers, which can be adapted by school systems across the state. A unique feature of this project is that the master teachers will be encouraged to customize their own professional development throughout the micro-credentialing process, making the teachers' voice central to all of the training activities. Moreover, the credentialing processes for leadership and mentoring have been designed to require master teachers to work with other teachers in their schools or districts on action research projects. The products of these activities are expected to be modular, transportable, and replicable so that the master teachers will be able to conduct similar activities with other groups of teachers, further extending the impact of the project. Project evaluation will serve to provide documentation of the extent to which the project's core activities occur as intended, collect formative and summative feedback on the fellows' experiences with project activities, and provide research support, which may include assistance with instrument or rubric development or provision of a reliability check on coding for a sample of data.