Developing Leaders in Science Teaching

培养科学教学的领导者

• 批准号: 1660557
• 负责人: Dennis Sunal
• 金额: $ 149.94万
• 依托单位: University of Alabama Tuscaloosa
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-06-01 至 2025-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1660557&HistoricalAwards=false
• 关键词: Developing; Leaders; Science; Teaching

The University of Alabama Tuscaloosa Noyce Teaching Fellowship Track 2 project, Developing Leaders in Science Teaching (LIST), will be a teacher education model focusing on creating 15 new science teacher leaders through teacher certification and induction support. An overall goal of the project will be to increase the quality and quantity of biology, chemistry, and physics STEM professionals entering and remaining in science teaching careers, while developing them as science teacher leaders. By increasing the number of highly qualified middle and high school science teachers, the program will help ease acute shortages in science teaching in Alabama and throughout the nation. LIST will increase the diversity of the teacher workforce by encouraging the participation of Fellows from underrepresented minority groups. Teaching Fellows will benefit from working relationships already established with high-need local educational agencies. A 4-year intensive induction program will sustain the project's Teaching Fellows as they develop science teaching expertise and ability to engage diverse students. This Noyce Teaching Fellowship Track 2 project will be a partnership between University of Alabama Tuscaloosa, two high-need Alabama local educational agencies (LEAs), the nonprofit Texas STEM Coalition (T-STEM), and the Alabama Math, Science, and Technology Initiative (AMSTI/ASIM). The project will develop and implement a model to increase the number and diversity of STEM professionals in biology, chemistry, or physics as certified secondary science teachers in high-need school districts. Teaching Fellows will participate in a strong clinically-based program developing skills in engaging diverse students. The program will have a long-term focus on moving teachers from mentored novices to teacher leaders. The project's timeline will begin in Year 1 with preservice coursework, ending with graduation and teacher certification in an Master of Arts (MA) program. A 4-year induction program will follow in LEAs. LIST has four major goals with objectives addressing high-need LEAs including: 1) increasing the number and diversity of certified science teachers, 2) developing preservice teacher expertise through intensive clinical field experiences, 3) mentoring through collaborative strategies supporting and sustaining Fellows through an evolving induction program, and 4) fostering Fellows' leadership skills. LIST will actively recruit STEM professionals from university science graduates, local communities surrounding a coalition of 12 community colleges, campus student professional organizations, and social/local media outreach. The LIST model will provide a multistage transformative approach incrementally moving STEM professionals to teacher leaders. The model will be disseminated for use by other teacher preparation programs to increase the quality of science teachers and their students' depth of learning. The LIST model will demonstrate the use and upgrading of existing infrastructure to enhance research-based science teacher education.

亚拉巴马塔斯卡卢萨诺伊斯教学奖学金轨道2项目的大学，发展领导者在科学教学（列表），将是一个教师教育模式，重点是通过教师认证和上岗支持创建15个新的科学教师领导者。该项目的总体目标将是提高生物，化学和物理STEM专业人员进入和留在科学教学生涯的质量和数量，同时将他们培养为科学教师领导者。通过增加高素质的初中和高中科学教师的数量，该计划将有助于缓解亚拉巴马和全国科学教学的严重短缺。LIST将通过鼓励来自代表性不足的少数群体的研究员的参与来增加教师队伍的多样性。教学研究员将受益于已经与高需求的当地教育机构建立的工作关系。一个为期4年的密集的入门课程将维持该项目的教学研究员，因为他们发展科学教学的专业知识和能力，吸引不同的学生。这个诺伊斯教学奖学金轨道2项目将是亚拉巴马塔斯卡卢萨大学，两个高需求的亚拉巴马当地教育机构（LEAs），非营利德克萨斯州干联盟（T-STEM）和亚拉巴马数学，科学和技术倡议（AMSTI/ASIM）之间的合作伙伴关系。该项目将开发和实施一个模型，以增加生物学，化学或物理学的STEM专业人员的数量和多样性，作为高需求学区的认证中学科学教师。教学研究员将参加一个强大的临床为基础的计划，发展技能，吸引不同的学生。该计划将有一个长期的重点是移动教师从指导新手教师领导者。该项目的时间轴将开始在第一年的实习课程，毕业和教师认证艺术硕士（MA）课程结束。一个为期4年的入门课程将遵循执法机构。LIST有四个主要目标，目标是解决高需求的LEAs，包括：1）增加认证科学教师的数量和多样性，2）通过密集的临床现场经验发展副教授的专业知识，3）通过合作策略指导，通过不断发展的诱导计划支持和维持研究员，以及4）培养研究员的领导技能。LIST将积极从大学理科毕业生、围绕12所社区学院联盟的当地社区、校园学生专业组织和社会/当地媒体外联中招募STEM专业人员。LIST模式将提供一种多阶段的变革方法，逐步将STEM专业人员转变为教师领导者。该模型将被传播，供其他教师准备方案使用，以提高科学教师的质量和学生的学习深度。LIST模式将展示现有基础设施的使用和升级，以加强以研究为基础的科学教师教育。