Cultivating Persistence and Leadership Development in Science Master Teachers

该项目旨在满足国家在高需求的城市和农村学区培养高素质科学教师领导的需求。鉴于农村和城市学区在招聘和留住教师方面存在的挑战，该项目将培养一批6-12年级的硕士教学研究员，作为肯塔基州和俄亥俄州城市和农村地区的科学教师领导者。这一组将由来自初中和高中的20名有效和经验丰富的教师组成。该项目将通过创建实践社区并结合使用视频分析来提高与实施下一代科学标准（NGSS）相关的教学和内容知识，从而在高需求环境中培养领导能力。该计划的其他内容将包括课堂观察，教师交流计划，虚拟图书研究，以及文化能力，领导力和国家委员会专业教学标准领域的微型课程。MTF将沉浸在以研究为基础的教师和领导力专业发展，旨在培养掌握从课堂上领导所需的知识，技能和性格。该项目将试图通过实施一个结构化的专业发展和领导力计划来减少与流失相关的因素的影响，该计划旨在解决这些与保留相关的因素，以培养教师的持久性。托莱多大学的这个项目将包括数学和科学教育改革伙伴关系研究所（PIMSER）与九个高需求城市和农村学区之间的合作：俄亥俄州的迪法恩斯、纳尔逊维尔-约克、托莱多和华盛顿学区以及肯塔基州的卡特、费耶特、麦迪逊、普拉斯基和罗克卡斯尔学区。项目目标包括开发MTF，这些MTF将表现出更多的领导活动参与，文化能力的提高，以及参与旨在提高工作满意度和教师持久性的战略。本项目将使用实践教师领导者身份模型（CoPTLM）的初始和修订后的社区框架，探讨城市和农村背景下中学科学教师的教师领导身份发展。具体而言，本研究将探讨以下问题：1）在不同的城市和农村空间中，促进教师领导身份发展所需的共同能力、绩效、知识和结构是什么？2)什么是独特的能力，业绩，知识和结构，以促进教师领导身份的发展跨越不同的城市和农村空间？3)教师领导身份是如何随着时间的推移而发展的，它是如何受到不同教学环境的影响的？传播计划包括与地方、区域、州和国家层面的所有利益相关者分享专业发展材料、顶点项目和项目成果。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 project aims to serve the national need of preparing high-quality science teacher leaders in high-need urban and rural school districts. Given the challenges that exist in the recruitment and retention of teachers in rural and urban school districts, this project will develop one cohort of grade 6-12 Master Teaching Fellows (MTFs) as science teacher leaders in urban and rural districts in Kentucky and Ohio. This cohort will be comprised of 20 effective and experienced teachers from middle and high schools. This project will build leadership capacity in high-need environments by creating a community of practice and incorporating the use of video analysis to improve pedagogical and content knowledge related to implementation of the Next Generation Science Standards (NGSS). Additional elements of the program will include classroom observations, teacher exchange program, virtual book studies, and micro-courses in the areas of cultural competence, leadership, and national board professional teaching standards. MTFs will be immersed in research-based teacher and leadership professional development designed to develop mastery of the knowledge, skills, and dispositions necessary to lead from the classroom. The project will attempt to reduce the effects of attrition-related factors through the implementation of a structured professional development and leadership program designed to address these retention-related factors in order to cultivate teacher persistence.This project at the University of Toledo will include collaboration between the Partnership Institute for Math and Science Education Reform (PIMSER), and nine high need urban and rural school districts: Defiance, Nelsonville-York, Toledo, and Washington school districts in Ohio and Carter, Fayette, Madison, Pulaski, and Rockcastle school districts in Kentucky. Project goals include the development of MTFs who will exhibit an increased engagement in leadership activities, an increased level of cultural competence, and engagement in strategies designed to increase job satisfaction and teacher persistence. Using the initial and revised Community of Practice Teacher Leader Identity Model (CoPTLM) framework, this project will explore teacher leadership identity development of secondary science teachers across urban and rural contexts. Specifically, this research will explore the following questions: 1) What are the shared competencies, performances, recognitions, and structures necessary to facilitate teacher leadership identity development across diverse urban and rural spaces? 2) What are the unique competencies, performances, recognitions, and structures necessary to facilitate teacher leadership identity development across diverse urban and rural spaces? 3) How does teacher leadership identity develop over time and how is it influenced by variation across diverse teaching contexts? The dissemination plan includes sharing professional development materials, capstone projects, and project results with all stakeholders at the local, regional, state, and national level. 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.