Empowering K-12 STEM Teachers Through a Bioscience Academy

通过生物科学院为 K-12 STEM 教师提供支持

• 批准号: 9096374
• 负责人: MICHAEL J. LICHTENSTEIN
• 金额: $ 27万
• 依托单位: UNIVERSITY OF TEXAS HLTH SCIENCE CENTER
• 依托单位国家: 美国
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-07-01 至 2021-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9096374
• 关键词: Academy; Address; Area; Biological Sciences; Businesses; Child; Communities; Control Groups; Development; Educational Models; Educational process of instructing; Educational workshop; Evaluation; Faculty Workshop; Fostering; Foundations; Government; Grant; Happiness; Health Sciences; Housing; Instruction; K-12 Education; K-12 Faculty; Knowledge; Learning; Left; Mathematics Curriculum; Mission; Modeling; Municipal Government; Next Generation Science Standards; Outcome; Parents; Performance; Personnel Turnover; Policies; Politics; Process; Resources; School Teachers; Schools; Science; Science, Technology, Engineering and Mathematics; Science, Technology, Engineering and Mathematics Education; Self Efficacy; Services; State Government; Statutes and Laws; Strategic Planning; Students; Teacher Professional Development; Techniques; Testing; Texas; United States; Vision; Work; Writing; base; career; community based practice; curriculum development; empowered; falls; high school; improved; inservice teacher; junior high school; learning community; life-long learning; metropolitan; multidisciplinary; novel; peer coaching; programs; public health relevance; school district; science education; science teacher; skills; symposium; teacher; teacher community

 DESCRIPTION (provided by applicant): Empowering K-12 STEM Teachers through a Bioscience Academy United States science education is in crisis. In spite of efforts to make school districts accountable through the 'No Child Left Behind' legislation, the top-down approaches employed failed to yield improved secondary educational outcomes. In 2013, to address the challenges of improving Science, Technology, Engineering, and Mathematics (STEM) education, a national committee's (CoSTEM) first strategic priority to improve STEM Instruction emphatically proposes to "prepare 100,000 excellent new K-12 STEM teachers by 2020, and support the existing STEM teacher workforce." This proposal directly addresses this priority, specifically supporting the existing STEM teacher workforce. To improve in-service teacher STEM instruction, we used community engagement processes to establish the Voelcker Biosciences Teacher Academy (VBTA) in 2010 with the vision to create a learning community of empowered public school teachers. By engaging the in-service teacher community, the VBTA is growing into an effective network that works across schools and school districts. The VBTA disseminates best practices, offers teacher professional development, establishes peer-mentoring networks, and creates a culture that fosters independent, active life-long learning. To accomplish these missions, the VBTA teachers prioritized needs across their school districts, self-organized, and established three teacher-led committees that form the constructs for this SEPA proposal's Specific Aims: Extending In-depth Teacher Professional Development (Peer Mentoring and Grant Writing) and Community Engagement. Our specific aims to accelerate VBTA development and support the existing STEM workforce are: 1. Extend In-depth Bioscience Teacher Professional Development through: A. Peer Mentoring: The VBTA will promote peer mentoring through the process of STEM curriculum development aligned with Next Generation Science Standards (NGSS) and Texas Essential Knowledge and Skills (TEKS), teacher led discussions of current pedagogical techniques, and organization and delivery of annual fall and spring Conferences. B. Grant Writing: In monthly workshops, teachers will receive grant writing instruction (a novel aspect of professional development) to obtain resources from local school foundations, businesses, and municipal and state governments to enhance STEM education. 2. Community Engagement: Develop multidisciplinary teams of teachers to directly support classroom science nights. Teachers at local schools may request help to organize, conduct, and evaluate science nights for their students and parents. A multidisciplinary VBTA teacher team will develop kits and work with STEM educators to successfully promote science education in their schools. With SEPA support, we will build on the preliminary foundations laid from 2010-2015, evaluate, and transform the VBTA into a sustained network of empowered effective K-12 STEM educators. Lessons and practices from these community-based participatory TPD programs will provide adaptive in-service teacher-led models to improve US bioscience and STEM education.

 描述（由申请人提供）：通过生物科学学院授权K-12 STEM教师美国科学教育正处于危机之中。尽管努力通过“不让一个孩子掉队”立法使学区负起责任，但采用的自上而下的方法未能改善中学教育的成果。2013年，为了应对改善科学、技术、工程和数学（STEM）教育的挑战，一个国家委员会（CoSTEM）的第一个战略重点是改善STEM教学，强调提出“到2020年培养10万名优秀的新K-12 STEM教师，并支持现有的STEM教师队伍。“这项提案直接解决了这一优先事项，特别是支持现有的STEM教师队伍。 为了改善在职教师STEM教学，我们利用社区参与流程，于2010年建立了Voelcker Biosciences Teacher Academy（VBTA），其愿景是创建一个由授权公立学校教师组成的学习社区。通过参与在职教师社区，VBTA正在成长为一个有效的网络，跨学校和学区的工作。VBTA传播最佳实践，提供教师专业发展，建立同侪指导网络，并创造一种促进独立，积极终身学习的文化。为了完成这些任务，VBTA教师优先考虑他们学区的需求，自我组织，并建立了三个教师领导的委员会，这些委员会构成了SEPA提案的具体目标：扩展深入的教师专业发展（同伴指导和赠款写作）和社区参与。我们加速VBTA开发和支持现有STEM劳动力的具体目标是：1。通过以下方式扩展深入的生物科学教师专业发展：A。同行指导：VBTA将通过与下一代科学标准（NGSS）和得克萨斯州基本知识和技能（TEKS）相一致的STEM课程开发过程，教师主导的当前教学技术讨论，以及组织和交付年度秋季和春季会议，促进同行指导。 B。授权写作：在每月的研讨会上，教师将获得助学金写作指导（专业发展的一个新方面），以获得当地学校基金会，企业和市政府和州政府的资源，以加强STEM教育。2.社区参与：发展多学科教师团队，直接支持课堂科学之夜。当地学校的教师可以要求帮助组织，进行和评估他们的学生和家长的科学之夜。一个多学科的VBTA教师团队将开发工具包，并与STEM教育工作者合作，成功地促进学校的科学教育。在SEPA的支持下，我们将在2010-2015年奠定的初步基础上，评估VBTA，并将其转变为一个有效的K-12 STEM教育者的持续网络。这些社区参与式TPD项目的经验教训和实践将提供适应性在职教师主导的模式，以改善美国生物科学和STEM教育。