North Cascades and Olympic Science Partnership

北瀑布和奥林匹克科学合作伙伴关系（NCOSP）是一个有针对性的数学和科学合作伙伴关系，涉及西部华盛顿大学，埃弗雷特社区学院，西北印度学院，斯卡吉特谷学院，Whatcom社区学院，以及26个主要的农村学区，旨在通过专注于3-10年级的科学教育，改善K-12和高等教育中的科学教学和学习。在课程和评估改革专家和硕士教师的支持下，大学科学家正在改革课程的背景下，为未来的教师和K-12专业发展模式（包括校园和建筑）创建，实施和探索创新内容和教育课程。 合作区正在规划科学计划，确定和选择符合州和国家标准的研究型课程材料，创建材料支持系统，提供课堂准备材料，实施课堂评估，准备教师指导学生以探究为中心的科学教学，并增加行政和社区对核心课程的理解。 NCOSP的关键组成部分包括战略规划，使课程与标准保持一致，通过改革课程，使学生能够成功地完成具有挑战性的课程，让主管和指导顾问参与社区支持，以及校长支持。 该伙伴关系正在实施一个为期三年的教师领导学院，以培养一支教师领导干部队伍，其中包括建筑物内和地区一级的教师领导人和大学内的特别研究生教师，他们与科学系一起设计教师领导学院，为地区领导人提供专业发展，改革科学方法课程，并为小学教师设计科学课程序列。 地区合作伙伴参加激光课程展示，以协助课程采用的决定和激光专业研讨会提供校长，指导顾问和社区成员，以获得关键利益相关者的支持。 校长与教师领导者一起参加教师领导学院。职前改革的重点是针对小学教师的入门科学课程，以及使职前科学课程与K-12地区的需求保持一致，加强科学内容和教学知识，以及与伙伴学区使用的改革课程的联系。 伙伴高等教育机构正在为未来的小学教师实施基于共同标准的为期一年的本科科学课程序列。 教师准备计划包括与正在实施研究型课程的教师领导人一起在课堂上进行实地体验。教师领导者是实习教师和新手教师的导师。教师招聘策略包括奖学金支持、未来教师俱乐部和高中教学学院。 一个由科学教师、博士后研究员和研究生组成的多学科小组正在对该项目的目标进行研究，最终研究科学教师对课程选择和实施、教师实践和学生学习的影响。 该项目预计将影响72，000名3 - 12年级的学生，2，500名副学生和1，140名在职教师。

The North Cascades and Olympic Science Partnership (NCOSP) is a targeted Math and Science Partnership involving Western Washington University, Everett Community College, Northwest Indian College, Skagit Valley College, Whatcom Community College, and 26 predominately rural school districts seeking to improve science teaching and learning in both K-12 and higher education through a focus on science education in grades 3-10. University scientists, supported by curriculum and assessment reform specialists and master teachers, are creating, implementing, and exploring innovative content and education courses for future teachers and K-12 professional development models (both on-campus and building-based) in the context of reform curricula. The Partnership Districts are planning science programs, identifying and selecting research-based curriculum materials aligned with state and national standards, creating a materials support system to provide classroom ready materials, implementing classroom-based assessments, preparing teachers to guide students in inquiry-centered science instruction, and increasing administrative and community understanding of the core curriculum. Key components of the NCOSP include strategic planning to align curriculum to standards, adoption of reform curriculum to enable students to succeed in challenging courses, engaging superintendents and guidance counselors in community support, and Principal Support. The Partnership is implementing a three year Teacher Leadership Academy to produce a Teacher Leadership Cadre consisting of building-based and district-level Teacher Leaders and university-based Teachers on Special Assignments (TOSAs) who work as peers with science faculty in designing the Teacher Leadership Academy, providing professional development for District Leaders, reforming science methods courses, and designing a science course sequence for elementary teachers. District partners attend LASER Curriculum Showcases to assist in curriculum adoption decisions and LASER Specialized Symposia are offered for principals, guidance counselors and community members to generate support from key stakeholders. Principals participate with Teacher Leaders in Teacher Leadership Academies. Preservice reform is focusing on introductory science courses targeted for elementary teachers and the alignment of preservice science curriculum with the needs of K-12 districts, strengthening both science content and pedagogical knowledge and the connections to reform curriculum used in the partner school districts. The partner higher education institutions are implementing a common standards-based yearlong undergraduate science course sequence for future elementary teachers. Teacher preparation programs include field experiences in classrooms with Teacher Leaders who are implementing research-based curricula. Teacher leaders serve as mentors for student teachers and novice teachers. Teacher recruitment strategies include scholarship support, future teacher clubs, and high school teaching academies. A multidisciplinary group of science faculty, postdoctoral fellows, and graduate students is conducting research on the goals of the project, ultimately examining the impact of science faculty on curriculum selection and implementation, teacher practice, and student learning. The project expects to impact 72,000 students in grades 3 -12, 2,500 preservice students, and 1,140 inservice teachers.