Chicago STEM Teaching Collaborative: Developing a STEM Master Teachers Program

芝加哥 STEM 教学合作：开发 STEM 硕士教师计划

• 批准号: 2050564
• 负责人: Billie Diaz
• 金额: $ 12.12万
• 依托单位: Northeastern Illinois University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-03-01 至 2023-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2050564&HistoricalAwards=false
• 关键词: Chicago; STEM; Teaching; Collaborative; Developing

This project aims to serve the national need for highly effective K-12 STEM teachers in high-need school districts. It intends to do so by developing a STEM Master Teaching Fellowship (MTF) model designed to produce master teachers who are technically, culturally, and pedagogically proficient. Chicago faces a crisis in teacher retention, particularly for STEM teachers in high-need school districts. The average school in Chicago Public Schools turns over 50% of its teachers every five years. Each year almost a third of the 520 Chicago Public schools have trouble filling one or more teaching positions. The high attrition rate combined with the general scarcity of STEM teachers is creating an acute shortage of teachers in high-need schools. This project intends to design an MTF model that serves diverse, high-need communities and addresses the causes of teacher attrition. The project will identify, recruit, and select exemplary teachers to the MTF program. This project will extend the current mentoring of new STEM teachers from one year to beyond the third year, the point at which teacher attrition increases sharply. This Capacity Building project at Northeastern Illinois University includes partnerships with Chicago Public Schools, City Colleges of Chicago, and the New Teacher Center. Goals of the project are to (1) build the capacity of key stakeholders to share expertise and resources and to build a strong community of practice; (2) develop a mentorship and instructional coaching model rooted in culturally relevant, culturally sustaining, and community immersive STEM teaching; and (3) build capacity for in-person, hybrid, and virtual coaching and mentorship that addresses teachers’ ability to design instruction and facilitate learning remotely. The theoretical basis for the project’s design resides in research literature on teacher leader development. It stresses activities and experiences that promote development of highly effective STEM teaching skills, knowledge of community, culturally relevant and culturally sustaining pedagogy, and the ability to skillfully deliver STEM content virtually. The project anticipates that teacher leaders with these skills and knowledge will have the potential to transform high-need schools and ameliorate high turnover and remediation needs. The project intends to conduct a needs-analysis to identify gaps in current CPS teachers’ pedagogy and cultural competency and deficiencies in CPS STEM student learning outcomes. The MTF program will be designed to address the identified gaps. The analysis will also include remote and hybrid mentoring for new teachers. Potential contributions to the field are high as the project disseminates key findings locally, regionally, and nationally through STEM partnerships and conferences. This Capacity Building 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 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.

该项目旨在满足国家对高需求学区高效K-12 STEM教师的需求。 它打算通过开发STEM硕士教学奖学金（MTF）模型来实现这一目标，该模型旨在培养精通技术，文化和教学的大师级教师。芝加哥面临着教师保留的危机，特别是对于高需求学区的STEM教师。芝加哥公立学校平均每五年更换50%的教师。每年，在芝加哥的520所公立学校中，几乎有三分之一的学校在填补一个或多个教师职位方面遇到困难。高自然减员率加上STEM教师的普遍稀缺，导致高需求学校的教师严重短缺。该项目旨在设计一个MTF模式，为多样化，高需求的社区服务，并解决教师流失的原因。该项目将确定，招聘和选择模范教师的MTF计划。该项目将把目前对新STEM教师的指导从一年延长到三年以上，三年后教师流失急剧增加。东北伊利诺伊大学的能力建设项目包括与芝加哥公立学校、芝加哥城市学院和新教师中心的合作。该项目的目标是：（1）建设主要利益攸关方分享专业知识和资源的能力，并建立一个强大的实践社区;（2）建立一个植根于文化相关性、文化可持续性和社区沉浸式STEM教学的导师和教学辅导模式;以及（3）建立面对面、混合和虚拟辅导和指导的能力，以提高教师设计教学和促进远程学习的能力。该项目设计的理论基础在于教师领导者发展的研究文献。 它强调的活动和经验，促进发展高效的STEM教学技能，社区知识，文化相关和文化上可持续的教学法，以及熟练地提供STEM内容的能力。 该项目预计，具有这些技能和知识的教师领导者将有潜力改造高需求的学校，改善高流动性和补救需求。该项目旨在进行需求分析，以确定目前CPS教师的教学法和文化能力的差距，以及CPS STEM学生学习成果的不足之处。MTF计划将旨在解决已确定的差距。分析还将包括对新教师的远程和混合辅导。对该领域的潜在贡献很高，因为该项目通过STEM伙伴关系和会议在地方，区域和国家传播关键调查结果。这个能力建设项目是通过罗伯特诺伊斯教师奖学金计划（诺伊斯）的支持。诺伊斯计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师和经验丰富的模范K-12教师，成为高需求学区的STEM硕士教师。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。