Michigan Teacher Excellence Program (MITEP): A Model for Improving Earth Science Education Nationwide

主要合作伙伴：密歇根理工大学核心合作伙伴：大急流公立学校(GRPS)支持合作伙伴：大急流地区大学预科工程项目(GRAPCEP)、中西部国家公园、卡斯技术高中、美国地质研究所、大山谷州立大学地质系、卡拉马祖地区数学和科学中心密歇根教学卓越计划(MITEP)是一个多年的教师领导力发展计划，旨在使中等年级的科学教师能够领导他们的学校和学区，通过系统地改善科学教学和学习的过程。该项目使用地球系统科学(ESS)的内容和基于探究的教学实践来强调将所有科学和数学结合在一起的主题。MITEP包括暑期和学年两个部分，并使用各种现场、住宅、现场、远程和在职交付方法。各组成部分促进领导技能、协作、以城市为基础的探究、获取尖端数据和材料、技术、不同学习者的参与、研究跨学科边界的关键科学概念、教学创新。该项目还将实施和测试挑战学生的课程和单元，并为他们进一步的科学学习做好准备。教师获得津贴和学分，作为参与该项目和测试其改革方法的激励。该项目的前提是，成功的改革有赖于教师的充分参与，这些教师有能力带领其同事完成制定和实施新的教学方法的过程。在这一过程中，MITEP的教师领导和研究型大学教职员工是全力合作的伙伴。教师领导站在学校和学区评估、设计、实施和测试新的探究式教学计划的最前线。MITEP教师领导帮助制定共同的进度计划和课程评估。他们协助规划专业发展活动，并为同事提供持续的协助。鼓励MITEP教师领袖通过在州和全国会议上发表演讲来传播关于该项目的信息，并提交论文以供发表。教师主导的改革得到了核心学区合作伙伴行政部门的大力支持，这是激发课程和教学改革热情的一种创新方式。为了鼓励领导技能的发展，学校管理人员在加强课程、改进教学策略和设计评估方面逐步赋予教师领导更多的责任。地区行政人员正在提供教师成功实施和协调项目所需的资源，方法是协助挑选具有杰出领导才能的教师参加MITEP；协助设计满足教师及其学生需要的专业发展活动；为教师的工作安排提供灵活性；利用中等教师的专门知识向小学和中学教师传播信息；表彰、奖励和鼓励担任领导角色的教师；促进教师网络的发展；以及创造一种促进教师主导的改革努力的地区氛围。

Lead Partner: Michigan Technological UniversityCore Partner: Grand Rapids Public Schools (GRPS)Supporting Partners: Grand Rapids Area Pre-College Engineering Program (GRAPCEP), Midwest National Parks, Cass Technical High School, American Geological Institute, Grand Valley State University Geology Department, Kalamazoo Area Mathematics and Science Center Michigan Teaching Excellence Program (MITEP) is a multi-year program of teacher leadership development that empowers middle-grade science teachers to lead their schools and districts through the process of systematically improving science teaching and learning. The project uses Earth Systems Science(ESS)content and inquiry-based instructional practices to emphasize themes that unite all sciences and mathematics. MITEP includes both summer and academic-year components, and uses a variety of on-site, residential, field, distance, and in-service delivery methods. Components promote leadership skills, collaboration, urban place-based inquiry, access to cutting-edge data and materials, technology, engagement of diverse learners, study of key scientific concepts that cross disciplinary boundaries, pedagogical innovation. The project will also implement and test lessons and units that challenge students and prepare them for further science study. Teachers receive stipends and credit as incentive for participating in the project and testing its approach to reform. The project is based on the premise that successful reform depends on the full involvement of teachers who have the skills to lead their colleagues through the process of developing and implementing new instructional approaches. MITEP teacher-leaders and research university faculty are full partners in the process. Teacher-leaders are at the forefront of their schools' and district's efforts to evaluate, design, implement, and test new inquiry-based instructional programs. MITEP teacher-leaders help develop common pacing schedules and course assessments. They assist with planning professional development activities and providing ongoing assistance to colleagues. MITEP teacher-leaders are encouraged to disseminate information about the project through presentations at state and national conferences, to submit papers for publication. Teacher-led reform is strongly supported by the administration of the core school district partner as an innovative way to generate enthusiasm for curricular and instructional change. To encourage development of leadership skills, school administrators give teacher-leaders progressively increased responsibility for strengthening curriculum, improving instructional strategies, and designing assessments. District administrators are providing the resources required for teachers' success in implementing and coordinating the project by assisting with the selection of teachers with exceptional leadership qualities for participation in MITEP;assisting in the design of professional development activities that meet the needs of teachers and their students; providing flexibility in teachers' schedules; utilizing middle-grade teachers' expertise in the dissemination of information to primary and high-school teachers; recognizing, rewarding, and encouraging teachers who serve as leaders; fostering growth of a teacher network; and creating a district-wide atmosphere that nurtures teacher-led reform efforts.