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对培养高效 STEM 教师领导者的需求，即大师级教学研究员，准备成为围绕 STEM 教学和学习中的归属感、机会、正义、公平、多样性和包容性问题进行变革的推动者。 COVID-19 大流行期间学校运营受到干扰，使得 K-12 学校中存在的严重不平等现象更加明显，在为高需求学生服务的学校中更是如此，呼吁采取行动解决这些问题。拟议的项目首先通过扩展参与的经验丰富且堪称典范的 STEM 教师在包容性教学实践中的知识和技能来解决这些问题。这是通过研究生课程和专业导师以内容为中心的指导来完成的。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性格的发展，并支持他们发挥领导作用。 他们的领导力旨在协助其他 STEM 教师创造安全、包容和文化敏感的 STEM 学习环境。课程作业和指导的领导经验将帮助教师发展这些技能。通过这个项目，参与的教师准备在教学中利用丰富的数字资源，并对所有学生提高对 STEM 的期望，无论其身份标记如何，包括种族、性别、性取向、语言、能力和经济背景。通过行动研究项目，参与的教师成为更具反思性的实践者，并找到影响学生学习的自我完善机会。罗彻斯特大学华纳教育与人类发展学院的这个项目包括与罗彻斯特市学区、埃尔迈拉市学区、詹姆斯敦市学区以及罗彻斯特博物馆和科学中心的合作伙伴关系。该项目旨在从纽约州西部三个合作学区招募 19 名 7-12 年级模范且经验丰富的数学和科学教师，参加为期五年的项目，获得包容性和特殊教育硕士学位，以及教师领导力、城市教学与领导力以及 K-12 学校丰富数字化教学的高级证书。入选该计划的研究员将参加持续的领导力研讨会系列，以进一步发展他们的领导技能，并在其所在地区实施变革项目时接受指导。研究员还接受有关辅导和专业学习的重点指导。外部评估旨在审查该项目如何开发参与教师的丰富数字化教学实践、文化上可持续的教学实践和教师领导实践。此轨道 3：硕士教学奖学金项目由罗伯特·诺伊斯教师奖学金计划 (Noyce) 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高效的 K-12 STEM 教师，并支持经验丰富、堪称典范的 K-12 教师成为高需求学区的 STEM 大师级教师。它还支持对高需求学区 K-12 STEM 教师的有效性和保留率的研究。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力优点和更广泛的影响审查标准进行评估，被认为值得支持。