Developing Digitally-rich Urban Teacher Leaders: Fostering and Sustaining a STEM Culture of Belonging, Access, Justice, Equity, Diversity, and Inclusion

培养数字丰富的城市教师领导者：培养和维持归属感、可及性、正义、公平、多样性和包容性的 STEM 文化

• 批准号: 2150922
• 负责人: Cynthia Callard
• 金额: $ 299.99万
• 依托单位: University of Rochester
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-10-01 至 2027-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2150922&HistoricalAwards=false
• 关键词: Developing; Digitally; rich; Urban; Teacher

The project aims to serve the national need of developing highly effective STEM teacher leaders, referred to a Master Teaching Fellows, prepared to be agents of change around issues of belonging, access, justice, equity, diversity and inclusion in STEM teaching and learning. The disruptions in school operations experienced during the COVID-19 pandemic have made even more visible serious inequities that exist in K-12 schools, and even more so in schools serving high-need students – calling for action to address these issues. The proposed project addresses these issues by first expanding the knowledge and skills in inclusive teaching practices of participating experienced and exemplary STEM teachers. This is accomplished through graduate coursework and content-focused coaching from professional mentors. To further broaden impact, the project supports the development of participating teachers’ skills and dispositions as teacher leaders and supports them in enacting their leadership. Their leadership is intended to assist other STEM teachers in creating safe, inclusive, and culturally responsive STEM learning environments. Coursework and mentored leadership experiences will help teachers develop these skills. Through this project, participating teachers are prepared to leverage digitally-rich resources into their teaching and to posses increased expectations in STEM for all students regardless of identity markers, including race, gender, sexual orientation, language, ability, and economic background. Through an action research project, participating teachers become more reflective practitioners and identify opportunities for self-improvement that will impact student learning.This project in the Warner School of Education & Human Development at the University of Rochester includes partnerships with the Rochester City School District, Elmira City School District, Jamestown City School District, and the Rochester Museum & Science Center. The project aims to recruit a cadre of 19 grade 7-12 exemplary and experienced mathematics and science teachers from across the three partner districts in Western New York for a five-year program leading to an MS in Inclusion and Special Education, along with advanced certificates in Teacher Leadership, Urban Teaching & Leadership, and Digitally-Rich Teaching and Learning in K-12 Schools. Fellows selected to the program are engaged in a continuous leadership seminar series to further develop their leadership skills and mentored in implementing a change project in their home district. Fellows also receive focused mentoring on coaching and professional learning. The external evaluation is designed to examine in what ways the project develops participating teachers’ digitally-rich teaching practices, culturally sustaining pedagogical practices, and teacher leadership practices. 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 teachers to become STEM master teachers in high-need school districts. It also supports research on the effectiveness and retention 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的需求，以发展高效的STEM教师领导者，提到大师教学研究员，准备成为围绕归属，访问，正义，公平，公平，多样性和STEM教学中的变革的代理人。 Covid-19- 19日大流行期间所经历的学校运作中断使K-12学校中存在的严重不平等更加明显，甚至在为高需求学生提供服务的学校中，呼吁采取行动解决这些问题。拟议的项目通过首先扩大参与经验的包容性教学实践和示例性STEM教师的知识和技能来解决这些问题。这是通过专业导师的研究生课程和专注于内容的教练来实现的。为了进一步扩大影响，该项目支持参与教师作为教师领导者的技能和倾向的发展，并支持他们颁布领导。他们的领导旨在帮助其他STEM教师创造安全，包容和文化敏感的STEM学习环境。课程和指导的领导经验将有助于教师发展这些技能。通过这个项目，参与的教师准备将数字丰富的资源用于他们的教学，并为所有学生带来对STEM的期望，无论身份标记，包括种族，性别，性取向，语言，语言，能力和经济背景。通过一项行动研究项目，参与的教师成为反思性的实践者，并确定将影响学生学习的机会。罗切斯特大学华纳教育与人类发展学院的该项目包括与埃尔米拉市学区的合作伙伴，包括埃尔米拉市学区，埃尔米拉市学区，詹姆斯敦市学区，罗切斯特学区，罗切斯特博物馆和科学中心。该项目旨在招募19个7-12年级典范的干部，并在纽约西部三个合作伙伴地区经验丰富的数学和科学教师，进行了为期五年的课程，以获得包括在内和特殊教育的MS，以及教师领导力，城市教学和领导力的高级证书，以及在K-12学校的数字熟练的教学和学习。被选为该计划的研究员参与了一个连续的领导时期系列赛，以进一步发展他们的领导技能，并指导在其本国实施变更项目。研究员还专注于教练和专业学习。外部评估旨在检查项目以哪些方式开发参与教师的数字教学实践，文化维持教学实践和教师领导实践的方式。这首歌3：大师教学奖学金项目得到了罗伯特·诺伊斯（Robert Noyce）教师奖学金计划（NOYCE）的支持。 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老师，并经验丰富的K-12教师，成为高需求学区的STEM大师教师。它还支持有关K-12 STEM教师在高需求学区的有效性和保留的研究。该奖项反映了NSF的法定任务，并通过使用基金会的知识分子优点和更广泛的影响评估标准来评估，被认为是珍贵的支持。