ESTELE: Developing The Next Generation Of NGSS Elementary Science Teacher Leaders

ESTELE：培养下一代 NGSS 基础科学教师领导者

• 批准号: 10631124
• 负责人: Michael T Kennedy
• 金额: $ 26.27万
• 依托单位: NORTHWESTERN UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-06-01 至 2027-05-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10631124
• 关键词: Acceleration; Acute; Affect; Age; Agreement; Area; Biological Sciences; Chicago; Collaborations; Communities; Country; Decentralization; Development; Disadvantaged; Educational Curriculum; Educational Status; Educational process of instructing; Effectiveness; Elements; Environment; Evaluation; Funding; Future; Goals; Health; Healthcare; Hour; Instruction; K-12 Faculty; K-12 student; Knowledge; Leadership; Learning; Location; Low income; Mathematics; Mentors; Modeling; Next Generation Science Standards; Pathway interactions; Population; Preparation; Primary School Faculty; Program Development; Reading; Research; Resources; Risk; Role; STEM career; Schools; Science; Science, Technology, Engineering and Mathematics; Societies; Students; Teacher Professional Development; Teaching Method; Testing; Time; Training; Underrepresented Populations; United States National Institutes of Health; Work; Youth; boys; career; college; community partnership; design; educational atmosphere; experience; girls; improved; innovation; mathematical learning; minority children; next generation; pedagogy; peer; programs; role model; school district; science teacher; skills; teacher; third grade; urban school; virtual

Project Summary/Abstract Science, technology, engineering, and math (STEM) leaders across the country have called for more effective ways to train K-12 teachers in pedagogy aligned to the Next Generation Science Standards (NGSS). While NGSS holds promise as an engaging way for students to build authentic science skills and conceptual knowledge, implementation is limited by the degree to which teachers can be trained in new, significant pedagogical shifts. This is especially true for K-5 teachers who have low confidence teaching science and, accordingly, devote little time to science instruction. This problem is especially acute in urban schools with insufficient resources to meet NGSS training needs. This threatens NGSS coherence across grade levels. We must develop effective, efficient NGSS training models if we are to realize our long-term goal of a well-trained, diverse STEM and healthcare workforce. Prior NIH-funded research from our group developed a highly effective model of introductory-level NGSS training for elementary teachers. The current proposal, ESTELE - Elementary Science TEacher LEaders, builds on this work by accelerating the pace at which elementary teachers can be trained through a new science teacher leader (STL) program. ESTELE fully integrates STL training with introductory-level training via am authentic “practicum” training experience in which STLs support novice teachers as they learn and implement NGSS instructional practices by teaching elementary youth in a summer STEM camp. In this way, teacher leaders gain important leadership and coaching skills, while novice teachers learn NGSS pedagogy. STLs then apply their skills during the academic year in their schools, working in support of their peer teachers to build a broader school culture receptive to NGSS reform. The project’s evaluation plan will assess the degree to which this dual-training model is effective in training teachers of different entering skill levels, the effectiveness of STLs providing NGSS training for novice teachers at their schools, and the degree to which these activities help build a school culture receptive to NGSS instructional practice. This proposal is responsive to key NIH-SEPA priority areas including (1) Adaptations of successful SEPA programs in new locations or with new populations, and (2) Embedded math and reading content for projects targeting P-8 Students. In total ESTELE will train a total of 96 elementary teachers in Chicago Public Schools: thirty-two science teacher leaders and sixty-four new-to-NGSS teachers. It will also support high-quality summer learning for 240 underserved youth at Boys & Girls Clubs of Chicago, and high-quality academic year NGSS instruction for up to 7,050 youth in life sciences curricula.

项目总结/摘要 全国各地的科学，技术，工程和数学（STEM）领导人呼吁更有效地 培训K-12教师的教学方法符合下一代科学标准（NGSS）。而 NGSS有望成为学生建立真实科学技能和概念的一种参与方式 知识，实施是有限的程度，教师可以培训新的，重要的 教学转变。这对于那些对科学教学信心不足的K-5教师来说尤其如此， 因此，很少花时间在科学教学上。这一问题在城市学校尤为严重， 资源不足，无法满足国家两性平等服务机构的培训需求。这就威胁到了国家社会保障系统各年级的一致性。我们 如果我们要实现我们的长期目标， 多样化的STEM和医疗保健劳动力。 我们小组先前由NIH资助的研究开发了一个非常有效的介绍级NGSS模型 培训小学教师。目前的建议，埃斯泰-小学科学教师领导， 在这项工作的基础上，通过一个新的课程， 科学教师领导者（STL）计划。Estele通过以下方式将STL培训与入门级培训完全整合 我是真正的“实习”培训经验，其中STL支持新手教师，因为他们学习， 通过在STEM夏令营中教授小学生，实施NGSS教学实践。通过这种方式， 教师领导者获得重要的领导和辅导技能，而新手教师学习NGSS教学法。 然后，STLs在学年期间在学校应用他们的技能，支持他们的同行教师 建立更广泛的学校文化，接受NGSS改革。该项目的评估计划将评估 这种双重培训模式对培训不同入职技能水平的教师的有效程度， 补充学校为新入职教师提供新职支援计划培训的成效，以及 这些活动有助建立一个接受新高中教育实践的学校文化。 该提案响应了NIH-SEPA的关键优先领域，包括（1）成功的SEPA的适应性 在新的地点或新的人口的程序，以及（2）嵌入数学和阅读内容的项目 针对P-8学生爱思泰莱将为芝加哥公立学校培训96名小学教师： 32名科学教师领导和64名新的NGSS教师。它还将支持高质量的 在芝加哥男孩女孩俱乐部为240名服务不足的青年提供暑期学习， 为多达7，050名青年提供NGSS生命科学课程。