Developing Science Leaders in High-Need Elementary Schools: Noyce Master Teaching Fellows Academy

Noyce第三轨道：硕士教学奖学金（MTF）项目，在高需求小学培养科学领袖：Noyce硕士教学奖学金学院，将解决STEM知识管道中的一个严重缺口——缺乏强有力的科学教学。该项目旨在提高对有助于在关键的小学阶段建立科学学习基础的因素的理解，方法是为表现不佳的小学教师提供教学，高贫困学校拥有1)学科和教学知识，可以更有效地让学生参与科学学习和取得成就；2)领导技能，可以发展强大的专业学习社区，支持和维持改进的基础科学教学。美国国家科学教师协会（NSTA）指出，学习科学是一个累积的过程，需要在童年时期打下坚实的基础。由于相对较少的举措侧重于小学水平的STEM教学，因此该项目为积累和传播关于改进基础科学教育的最佳实践的独特知识提供了一个领头羊的机会。项目成果不仅将为改善纽约市教室、学校和学区的科学教学制定有效战略，而且还将成为通过加强基础STEM教育推动更好的STEM成果的全国模式。史坦顿岛学院（CSI）教学硕士奖学金Noyce项目将在纽约市31区的高需求、低绩效学校招募16名有K-5经验和模范的小学教师，并培养他们成为该地区的科学教师领袖。该项目与非营利性的Staten Island MakerSpace合作，将使这些小学教师能够推进他们的科学教学，同时促进领导技能的发展，以创建一个科学教师领导网络，具有集体能力，以提高该地区高需求小学的科学教学质量。为了培养这些能力，该项目将让教师参与一个混合的、多组件的专业发展（PD），其中包括：a)由CSI STEM教师领导，在CSI基于内容的研究生水平课程中整合STEM研究/实验室经验；b)由CSI教育学院教师和探索研究所专家在教师领导力、课程和教育学领域进行面对面培训；c)与项目教师和MTF同行进行在线和面对面的合作。PD还将包括一个基于学校和实地的组件，通过让参与教师在自己的学校和史坦顿岛创客空间为同事举办STEM学习和教学研讨会，将其整合到参与教师的日常工作中。通过关注教师发展的三个相互重叠的阶段——教师作为科学学习者、教师作为科学教师和教师作为专业社区的促进者——该项目将发展教育工作者的能力，以影响他们的个别教室和学校以及整个地区的科学教学。

This Noyce Track 3: Master Teaching Fellowships (MTF) project, Developing Science Leaders in High-Need Elementary Schools: Noyce Master Teaching Fellows Academy, will address a serious gap in the STEM knowledge pipeline - the dearth of strong science instruction. The project aims to increase understanding of factors that contribute to building a foundation for science learning in the critical elementary school years by providing elementary teachers who teach in underperforming, high-poverty schools with 1) the disciplinary and pedagogical knowledge to more effectively engage students in science learning and achievement and 2) the leadership skills to develop powerful professional learning communities that can support and sustain improved elementary science instruction. The National Science Teachers Association (NSTA) observed that learning science is a cumulative process, requiring strong groundwork to be laid in childhood. Because relatively few initiatives focus on elementary level STEM instruction, this project provides a bellwether opportunity to accumulate and disseminate unique knowledge about best practices for improved elementary science education. Project results will not only shape effective strategies for improving science teaching and learning across New York City classrooms, schools, and districts, but also serve as a national model for driving better STEM outcomes through the enhancement of elementary STEM education. This College of Staten Island (CSI) Master Teaching Fellowships Noyce project will recruit 16 K-5 experienced and exemplary elementary teachers working in high-need, low performing schools in New York City's District 31 and prepare them to become science teacher leaders in this District. The project, in partnership with the non-profit Staten Island MakerSpace, will enable these elementary teachers to advance their science teaching while, simultaneously, facilitating development of leadership skills to create a network of science teacher leaders with the collective capacity to improve the quality of science teaching across the district's high-need elementary schools. To build these competencies, the project will engage teachers in a blended, multi-component Professional Development (PD) that includes: a) content-based graduate level courses at CSI with integrated STEM research/lab experiences on campus, led by CSI STEM faculty; b) face-to-face training led by CSI School of Education faculty and Discovery Institute experts in the fields of teacher leadership, curriculum, and pedagogy; and c) online and face-to-face collaboration with project faculty and MTF peers. The PD will also include a school and field-based component that is integrated into the daily work of participating teachers by involving them in delivering workshops in STEM learning and teaching to colleagues at their own schools and at the Staten Island MakerSpace. By focusing on teachers' development in three overlapping waves - teacher as science learner, teacher as science teacher, and teacher as facilitator of professional community - the project will develop educators' capacity to affect their individual classrooms and schools as well as district-wide science instruction.