Building Equity Leaders for STEM in NH: A Teacher Leaders Program to Improve STEM Learning for All Students

该项目旨在满足国家对六年级到十年级的高效科学和数学教育的需求。为了实现这一目标，该项目将提高高需求学区教学硕士研究员的领导能力。该项目将为这些新兴领导者提供专业发展，以加深他们的STEM内容知识，拓宽他们的STEM教学技能，培养他们的教师领导技能，并扩大他们对公平教学法的实施。该项目的重点是扩大有效教学策略的使用范围，为资源不足人群提供服务，并支持国家建议和政策文件中反映的数学、科学和工程教学的新愿景。它还将与新罕布什尔州的专业协会和学区合作，准备和支持诺伊斯教学硕士研究员成为杰出的教师领袖。新罕布什尔大学的这个项目包括与曼彻斯特、纳舒厄和罗切斯特学区、新罕布什尔数学教师委员会、新罕布什尔科学教师协会和与新罕布什尔大学相连的STEM中心Leitzel中心的合作。拥有硕士学位的在职数学和科学教师将被选为资助对象。这个为期五年的项目将实现以下目标：1)从STEM学科（6 -10年级）招募15名优秀的在职教师，成为教学硕士研究员，致力于改善新罕布什尔州三个最大学区的高需求学生的教育机会和成果；2)提供跨学科的、基于资产的、符合本地需求的专业发展；3)支持研究员成为优秀的教师领导者，能够设计和实施基于项目的STEM学习，这种学习具有文化响应性、相关性和真实性，并且了解贫困对学习的影响。该项目计划创建一个新的卓越STEM专业发展模式，该模式采用队列方法培养教师领导者，以教师职业学习原则为依据，涉及多层次合作，并具有可持续性。传播将通过新罕布什尔州专业协会的伙伴关系在当地进行，并在全国范围内举行会议。这个Track 3：硕士教学奖学金项目是由Robert Noyce教师奖学金计划（Noyce）支持的。Noyce计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师，并支持经验丰富的模范K-12 STEM教师成为高需求学区的STEM硕士教师。它还支持对高需求学区K-12 STEM教师的持久性、留任性和有效性的研究。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

This project aims to serve the national need for highly effective science and mathematics education in grades six through ten. To achieve this aim, the project will improve the leadership capacity of Master Teaching Fellows in high-need school districts. The project will provide these emerging leaders with professional development to deepen their STEM content knowledge, broaden their STEM instruction skills, develop their teacher leadership skills, and expand their implementation of equity pedagogies. The project focuses on broadening the use of effective teaching strategies that serve under-resourced populations and that support the new vision of teaching mathematics, science, and engineering reflected in national recommendations and policy documents. It also will partner with New Hampshire professional societies and school districts to prepare and support the Noyce Master Teaching Fellows to serve as outstanding teacher leaders. This project at the University of New Hampshire includes partnerships with Manchester, Nashua, and Rochester school districts, and The New Hampshire Council of Teachers of Mathematics, The New Hampshire Science Teachers Association, and the Leitzel Center, a STEM center connected to the University. In-service certified teachers of mathematics and science who possess a Master’s degree will be selected for support as Fellows. The five-year project will address the following goals: 1) Recruit 15 exemplary in-service teachers from STEM disciplines (grades 6th-10th) to become Master Teaching Fellows committed to improving the educational opportunities and outcomes of high-need students in three of the largest school districts in New Hampshire; 2) Provide interdisciplinary, asset-based, locally responsive professional development; and 3) support the Fellows to serve as outstanding teacher leaders capable of designing and enacting project-based STEM learning that is culturally responsive, relevant, and authentic, and who understand the effects of poverty on learning. The project plans to create a new model for excellence in STEM professional development that uses a cohort approach to developing teacher leaders, is informed by principles of teacher learning across the career span, involves multi-level collaborations, and is sustainable. Dissemination will be addressed locally through New Hampshire professional society partnerships and nationally at conferences and meetings. This Track 3: Master Teaching Fellowships project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 STEM teachers to become STEM master teachers in high-need school districts. It also supports research on the persistence, retention, and effectiveness of K-12 STEM teachers in high-need school districts.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.