Communities of Effective Practice: A Professional Stem Development Model for Teachers of American Indian Students

该试点项目通过为来自犹他州两个国家学校的30名4-6年级教师创建与文化相关的科学、技术、工程和数学（STEM）教师在职模式，建立并实施了美国原住民学生教师的专业发展模式。在职项目依靠社区咨询小组、科学、数学和技术教育的现行标准和最佳实践，通过实施工程和技术教育活动作为教授科学和数学的手段。其目标是通过在社区咨询小组的帮助下创建与文化相关的课程材料，并为每位教师参与者提供至少100小时的结构化专业发展，从而改善美国原住民科学和数学教师的准备工作。长期目标是开发一种可以推广到其他美洲原住民国家和学校的在职模式。STEM和教育教师、社区教师、家长和领导者以及部落长老将共同努力，确保以文化包容的方式开发专业发展模式和材料。该项目的实证结果是，印第安学生有效地学习了数学和科学，其长期影响是学生成绩的提高。

This pilot project establishes and implements a professional development model with teachers of Native American students by creating a culturally relevant science, technology, engineering and mathematics (STEM) teacher in-service model for 30 grade 4-6 teachers from schools from two nations in Utah. The in-service program relies on community advisory panels, current standards and best practices in science, mathematics and technology education, by implementing engineering and technology education activities as a means of teaching science and mathematics. The goal is to improve teacher preparation in science and mathematics for Native Americans by creating culturally relevant curriculum materials with the help of community advisory panels and providing each teacher participant with at least 100 hours of structured professional development. The long-range goal is to develop an in-service model that can be transported to other Native American nations and schools. STEM and education faculty, community teachers, parents and leaders, as well as, tribal elders are to work together to assure the professional development model and materials are developed in a culturally inclusive manner. The evidence-based outcome of this project is that Native American students effectively learn mathematics and science with the longer-term influence being improvement in student achievement.