Learning to Lead (L2L): Building STEM Teacher Leaders that Broaden Participation in High-Need Schools

罗伯特·诺伊斯教师奖学金计划轨道3：硕士教师研究员（MTF）项目旨在通过将农村教师与专业发展和彼此联系起来来扩大参与。教师将通过研究生课程体验和反思有效的教学方法，最终获得两个南卡罗来纳州附加认证认可（基于问题的学习和在线教学和教师领导），以及30个额外小时的研究生学分。虽然教师教育计划已经让教师为传统学校的内容和教学方法做好了准备，但很少有教师为COIVD-19大流行的前18个月发生的意外沉浸在网络空间中做好准备。基于项目的学习证书将帮助MTF探索利用其增强的教学内容知识的方法，包括新的和令人兴奋的学生参与形式，学生与学生的互动和评估。通过教师领导者证书，MTFs将学习以研究为基础的战略，这些战略已被证明可以促进优质教师领导者的成果，包括平衡教学和领导，遵守基于公平的教学规范，以及成人学习和职业发展的知识。教师们将与项目工作人员合作，建立一个全州范围的农村数学教师网络，这是一个以教师为主导的专业社区，专注于解决农村数学教师面临的独特挑战和机遇。培养STEM教师领导者，促进参与高需求学校项目是城堡的Zucker家庭教育学校和Swain家庭科学和数学学校之间的合作（高等教育），以及乔治敦县学区（高需求的地方教育机构）和低地STEM合作（非营利）。该项目力求在五年内将18名教师（至少拥有硕士学位）培养成农村教师领导人。L2 L项目致力于通过以下四个目标促进农村高需求学校数学教学质量的可持续改善：（1）建立MTF的教学内容知识和技能，（2）建立MTF的教师领导知识和技能，（3）与MTF合作创建SC农村数学教师网络（SC-RMTN），并提供相关的PD资源，（4）支持教师在未来继续实施SC-RMTN。L2 L项目采用了一种有意识的逐步发布形式，其中MTF拥有他们帮助创建的知识，资源和社区，大大增加了项目在最初5年后长期持续的可能性。这个轨道3：硕士教学奖学金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 Robert Noyce Teacher Scholarship Program Track 3: Master Teacher Fellows (MTF) project aims to broaden participation by connecting rural teachers to professional development and one another. Teachers will experience and reflect on effective pedagogies via graduate coursework culminating in two South Carolina Add-On Certification Endorsements (Problem Based Learning and Online Teaching and Teacher Leader), as well as 30 additional hours of graduate credit. While teacher education programs have prepared teachers for the content and pedagogies of the traditional school, few, if any, have prepared teachers for the unanticipated immersion into the online space that occurred during the first 18 months of the COIVD-19 pandemic. The Project Based Learning certificate will help MTFs explore ways to leverage their enhanced pedagogical content knowledge, including new and exciting forms of student engagement, student-to-student interaction, and assessment. Through the Teacher Leader certificate, the MTFs will learn research-based strategies that have been shown to promote quality teacher leader outcomes, including balancing teaching and leading, attending to equity-based norms of teaching, and knowledge of adult learning and career development. Teachers will connect with one another as they collaborate with project staff to create a statewide rural math teacher network, a teacher-driven professional community focused on addressing the unique challenges and opportunities faced by rural mathematics teachers.The Citadel’s Learning to Lead (L2L): Building STEM Teacher Leaders that Broaden Participation in High-Needs Schools project is a collaboration between The Citadel’s Zucker Family School of Education and Swain Family School of Science and Mathematics (higher education), as well as Georgetown County School District (high-need local education agency) and the Lowcountry STEM Collaborative (non-profit). This project seeks to develop 18 teachers (with at least a Master’s degree) into Rural Teacher Leaders over five years. The L2L project strives to stimulate sustainable improvements in the quality of mathematics teaching and learning in rural high-needs schools through the following four goals: (1) building MTFs’ pedagogical content knowledge and skills, (2) building MTFs’ teacher leadership knowledge and skills, (3) collaborating with MTFs to create the SC Rural Math Teacher Network (SC-RMTN) with associated PD resources, and (4) supporting teachers to continue the SC-RMTN into the future. The L2L project incorporates an intentional form of gradual release in which MTFs take ownership of the knowledge, resources, and communities they have helped to create, greatly increasing the likelihood of project continuation long after its initial 5 year period. 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.