Cultivating Persistence and Leadership Development in Science Master Teachers

该项目旨在服务于国家对高需求城乡学区培养高素质科学教师带头人的需求。鉴于农村和城市学区在招聘和留住教师方面存在的挑战，该项目将在肯塔基州和俄亥俄州的城市和农村地区培养一批6-12年级的主要教学研究员(MTF)，担任科学教师领导。这一队伍将由20名来自初中和高中的有效和经验丰富的教师组成。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将沉浸在基于研究的教师和领导力专业发展中，旨在发展对从课堂上进行领导所必需的知识、技能和性格的掌握。该项目将试图通过实施结构化的专业发展和领导力计划来减少与流失相关因素的影响，以培养教师的持久力。托莱多大学的这个项目将包括数学和科学教育改革合作研究所(PIMSER)与九个高需求的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。项目目标包括发展MTF，他们将更多地参与领导活动，提高文化能力水平，并参与旨在提高工作满意度和教师坚持不懈的战略。使用最初和修订的实践社区教师领导认同模型(CoPTLM)框架，该项目将探索中学科学教师在城市和农村背景下的教师领导认同发展。具体地说，本研究将探索以下问题：1)促进不同城乡空间的教师领导认同发展所需的共同能力、表现、认知和结构是什么？2)促进不同城乡空间的教师领导认同发展所必需的独特能力、表现、认可和结构是什么？3)教师领导认同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中的差异的影响的？传播计划包括与地方、地区、州和国家层面的所有利益攸关方共享专业发展材料、顶峰项目和项目成果。这个Track 3：大师教学奖学金项目由罗伯特·诺伊斯教师奖学金计划(Noyce)提供支持。Noyce计划支持有才华的STEM本科专业和专业人员成为有效的K-12 STEM教师，并支持经验丰富、模范的K-12教师成为高需求学区的STEM硕士教师。它还支持对高需求学区K-12 STEM教师的有效性和留住的研究。这一奖项反映了NSF的法定使命，并通过使用基金会的智力优势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.