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: 9893887
• 负责人: Teresa Evans
• 金额: $ 25.65万
• 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/9893887
• 关键词: Academy; Address; Area; Biological Sciences; Businesses; Child; Communities; Control Groups; Development; Educational Models; Educational workshop; Evaluation; Fostering; Foundations; Government; Grant; Happiness; Health Sciences; Instruction; K-12 Education; K-12 Faculty; Knowledge; Learning; Left; Mission; Modeling; Municipal Government; Next Generation Science Standards; Outcome; Parents; Performance; Personnel Turnover; Policies; Politics; Process; Program Development; Resources; STEM career; STEM curriculum; School Teachers; Schools; Science; Science, Technology, Engineering and Mathematics; Science, Technology, Engineering and Mathematics Education; Self Efficacy; Services; Standardization; State Government; Statutes and Laws; Strategic Planning; Students; Teacher Professional Development; Techniques; Testing; Texas; United States; Vision; Work; Writing; base; career; community based practice; comparative efficacy; curriculum development; empowered; falls; high school; improved; inservice teacher; junior high school; learning community; life-long learning; metropolitan; multidisciplinary; novel; pedagogy; peer coaching; programs; public health relevance; school district; science education; science teacher; skills; symposium; teacher; teacher community; teacher mentor

 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）：通过生物科学学院为 K-12 STEM 教师提供支持 美国科学教育正处于危机之中。尽管通过“不让一个孩子掉队”立法努力让学区承担责任，但所采用的自上而下的方法未能改善中学教育成果。 2013年，为了应对提高科学、技术、工程和数学（STEM）教育的挑战，国家委员会（CoSTEM）在提高STEM教学的首要战略重点中强调提出“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”。该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。 为了改善在职教师的 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。通过吸引在职教师社区的参与，VBTA 正在发展成为一个跨学校和学区运作的有效网络。 VBTA 传播最佳实践，提供教师专业发展，建立同伴指导网络，并创造一种促进独立、积极的终身学习的文化。为了完成这些使命，VBTA 教师自行组织并优先考虑了整个学区的需求，并成立了三个由教师领导的委员会，这些委员会构成了本 SEPA 提案具体目标的结构：扩大教师专业发展的深度（同伴指导和资助写作）和社区参与。我们加速 VBTA 发展并支持现有 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. 同伴指导：VBTA 将通过符合下一代科学标准 (NGSS) 和德克萨斯州基本知识和技能 (TEKS) 的 STEM 课程开发过程来促进同伴指导，教师主导当前教学技术的讨论，以及每年秋季和春季的组织和实施 会议。 B. 资助金写作：在每月一次的研讨会上，教师将接受资助金写作指导（专业发展的一个新方面），以便从当地学校基金会、企业以及市和州政府获取资源，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。当地学校的教师可能会请求帮助为学生和家长组织、开展和评估科学之夜。多学科 VBTA 教师团队将开发套件并与 STEM 教育工作者合作，成功在学校推广科学教育。在 SEPA 的支持下，我们将在 2010 年至 2015 年奠定的初步基础上，评估 VBTA 并将其转变为一个由授权有效的 K-12 STEM 教育者组成的持续网络。这些基于社区的参与式 TPD 计划的经验教训和实践将提供适应性的在职教师主导模型，以改善美国生物科学和 STEM 教育。

项目成果

Teacher Enrichment Initiatives: Supporting Teachers Who Are at the Frontline of Our Nation's Future.

• DOI: 10.15695/jstem/v3i2.06
• 发表时间: 2020
• 期刊: Journal of STEM outreach
• 作者: Fordtran CW;Grimes KK;Riggs RA;Evans TM
• 通讯作者: Evans TM

Engaging the Community through Science Nights: An Elementary School Case Study.

通过科学之夜吸引社区参与：小学案例研究。

• DOI: 10.15695/jstem/v2i1.06
• 发表时间: 2019
• 期刊: Journal of STEM outreach
• 作者: Riggs,RosemaryA;White,CourtneyJ;Kuenzi,Tracie;Sifuentes,Mika;Garner,ShaunnaR;Gleason,RamonA;Lee,Jennifer;Ziese,ChristineC;Berry,Juliana;Garza,MaricelaA;Vann,Debborah;Fordtran,ChaseW;Grimes,KandiK;Gray,Jodie;Evans,Teres
• 通讯作者: Evans,Teres