Matching Experienced and Novice Teachers for Ongoing Rigorous Support in Computer Science (MENTORS in CS)

计算机科学教师协会（CSTA）与威斯康星州和WestEd的CSTA分会合作，将培养经验丰富的新手教师，为计算机科学提供持续严格的支持（在CS的导师），一个研究从业者合作伙伴关系，以开发和迭代改善高中计算机科学（CS）教师导师计划，以提供持续的，严格的，和工作嵌入式支持谁是新的CS教师。虽然新手教师往往需要更密集的支持是有效的，有持续的专业发展和CS支持的机会相对较少。在这个项目中，有经验的CS教师将指导新手CS教师设置，监测进展，并满足个性化的成长目标，以加强他们的教学实践和他们的能力，有效地为学生传统上代表性不足的CS，特别是非洲裔美国人和西班牙裔学生和学生的经济弱势背景。该项目将在两年内覆盖60名CS教师，影响约7，200名高中生。CS中的导师关键项目活动包括开发导师结构，导师培训和教师匹配流程;经常举行导师会议和实践导师社区会议;以及使用研究和评估数据迭代改进计划和成果。合作伙伴期望获得以下项目成果：（1）通过调查和访谈，增强了对教授中文的信心;（2）通过调查、访谈和导师评估，增加了教学内容知识;（3）通过调查、访谈和导师评估，增加了公平和包容性教学实践的使用;（4）通过前、中、后的自我反思来衡量CSTA中文教师标准中指标的掌握程度。合作伙伴的目标是首先在一个分会（CSTA威斯康星州奶牛场）开发和完善导师结构和协议，并制定明确的战略，在随后的几年中在CSTA不断增长的分会网络中扩大导师计划。该奖项反映了NSF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。

The Computer Science Teachers Association (CSTA), in collaboration with the CSTA Chapter in Wisconsin and WestEd, will develop Matching Experienced and Novice Teachers for Ongoing Rigorous Support in Computer Science (MENTORS in CS), a Research Practitioner Partnership to develop and iteratively improve a high school computer science (CS) teacher mentorship program to provide ongoing, rigorous, and job-embedded support to teachers who are new to CS. While novice teachers often require more intensive support to be effective, there are relatively few opportunities for ongoing professional development and support in CS. In this project, experienced CS teachers will guide novice CS teachers in setting, monitoring progress toward, and meeting individualized growth goals to strengthen their teaching practices and their ability to effectively serve students traditionally underrepresented in CS, particularly African American and Hispanic students and students from economically disadvantaged backgrounds. This project will reach 60 CS teachers in two years, impacting approximately 7,200 high school students.MENTORS in CS Key project activities involve developing the mentorship structures, mentor training, and teacher matching process; holding frequent mentorship meetings and mentor community of practice meetings; and using research and evaluation data to iteratively improve the program and outcomes. The MENTORS IN CS partners expect the following project outcomes: (1) Increased confidence in teaching CS, as measured by surveys and interviews; (2) Increased pedagogical content knowledge, as measured through surveys, interviews, and mentor evaluations; (3) Increased use of equitable and inclusive teaching practices, as measured by surveys, interviews, and mentor evaluations; and (4) Growth towards mastery of indicators within the CSTA Standards for CS Teachers as measured by pre-, mid-, and post-self-reflections. The partners aim to develop and refine mentorship structures and protocols first at one chapter (CSTA Wisconsin Dairyland), with an explicit strategy to scale the mentorship program across CSTA’s growing chapter network in subsequent years.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.