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

Noyce Track 3：硕士教学奖学金（MTF）项目，培养高需求小学的科学领导者：诺伊斯硕士教学研究员学院，将解决STEM知识管道中的严重差距-缺乏强有力的科学指导。 该项目的目的是通过提供在表现不佳的情况下教学的小学教师，高度贫困的学校，1）学科和教学知识，以更有效地让学生参与科学学习和成就，2）领导技能，以发展强大的专业学习社区，可以支持和维持改善小学科学教学。 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，该项目提供了一个领头羊的机会，积累和传播有关改善小学科学教育的最佳实践的独特知识。项目成果不仅将为改善纽约市教室、学校和地区的科学教学和学习制定有效的战略，而且还将作为通过加强小学STEM教育来推动更好的STEM成果的国家模式。这个史泰登岛（CSI）硕士教学奖学金诺伊斯项目的学院将招募16名K-5经验丰富，模范小学教师在高需求，低表现的学校工作在纽约市的31区，并准备他们成为科学教师在这个区的领导者。 该项目与非营利组织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，以创建一个具有集体能力的科学教师领导者网络，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，该项目将使教师参与混合的多成分专业发展（PD），其中包括：a）CSI基于内容的研究生课程，由CSI STEM教师领导，在校园内提供综合STEM研究/实验室经验; B）由CSI教育学院教师和发现研究所专家领导的教师领导，课程和教学法领域的面对面培训;以及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成部分，该组成部分被纳入参与教师的日常工作中，让他们参与为自己学校和Staten Island MakerSpace的同事提供STEM学习和教学研讨会。该项目通过侧重于教师在三个重叠的阶段的发展-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-将发展教育工作者影响其个别教室和学校以及整个地区的科学教学的能力。

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.