CSUDH Master Science Teacher Fellowship

加州州立大学、多明格斯·希尔斯教育学院和自然与行为科学学院、洛杉矶联合学区的地方7区和地方8区以及洛杉矶教育伙伴关系正在合作，在两个队列中招聘、培训、支持和保留30名生物和化学的科学硕士教师，每组15人。该项目的目标是：1)增加参与研究人员的内容知识；2)提高参与研究人员的教学技能；3)提高参与研究人员的领导技能；4)改善参与研究人员的学员的科学教学；以及5)提高参与学校的科学成绩。硕士教学研究员在五年内每年获得10,000美元的津贴，以满足项目要求。这些大师教师正在改善洛杉矶南部高度贫困、表现不佳、难以配备员工的学校的科学教学和成绩，这些学校包括三所高中、五所支线中学和10所支线小学，这些学校招收了超过2.6万名学生，几乎都是拉丁裔或非裔美国人。研究员支持和指导他们学校的同事；支持和指导准备在整个LAU需要的学校任教的职前教师；指导和示范本科生诺伊斯学者的良好教学；通过各种专业发展活动向地区教师广泛传播科学知识和教学策略；以及在地方、地区和国家会议上传播他们的长期行动研究项目和探究式课程设计的成果。每个研究员都有一个专家咨询委员会，以帮助制定和监测个性化计划的实施，以满足内容、教学和领导能力方面的能力。研究员完成为中学教师设计的为期三个学期的新研究生课程序列，这些课程结合了教学知识和教学策略，以有效纠正在评估中学水平的理科学生时经常遇到的误解。参加每月专业学习社区可加强和扩展教学技能，同时提供探究式课程设计、课程研究、行动研究、认知辅导和领导技能方面的培训。研究员们正在做好充分准备，在合作伙伴目前合作的现有项目中指导和培训在职和职前教师。此外，研究员参加实验室的暑期研究实习，参加额外的科学课程，进行长期行动研究项目，并在地方和国家会议上展示他们的工作。

California State University, Dominguez Hills' School of Education and College of Natural and Behavioral Sciences, Los Angeles Unified School District's Local District 7 and Local District 8, and the Los Angeles Education Partnership are collaborating to recruit, train, support and retain 30 master science teachers of biology and chemistry in two cohorts of 15 each. The project's objectives are to: 1) increase content knowledge of participating fellows; 2) increase the pedagogical skills of participating fellows; 3) increase the leadership skills of participating fellows; 4) improve science teaching by mentees of the fellows; and 5) improve science achievement in participating schools. The Master Teaching Fellows receive $10,000 stipends annually for five years as they fulfill program requirements. These master teachers are improving science teaching and achievement in low-performing, hard-to-staff schools in high-poverty South Los Angeles including three high schools, five feeder middle and 10 feeder elementary schools that enroll more than 26,000 students, nearly all Latino or African American. Fellows support and mentor fellow teachers in their schools; support and mentor preservice teachers who are preparing to teach in high-need schools throughout LAUSD; mentor and model good teaching for undergraduate Noyce Scholars; broadly disseminate science knowledge and pedagogical strategies to district teachers through various professional development activities; and disseminate results of their long-term action research projects and inquiry-based lesson designs at local, regional and national conferences. Fellows each have an advising committee of experts to help develop and monitor the implementation of an individualized plan to meet the competencies in content, pedagogy and leadership. Fellows complete a three-semester sequence of new graduate-level courses designed for secondary teachers that combine content knowledge and teaching strategies to effectively correct misperceptions frequently encountered in assessments of secondary-level science students. Participation in a monthly professional learning community reinforces and expands pedagogical skills while providing training in inquiry-based lesson design, Lesson Study, action research, Cognitive Coaching and leadership skills. Fellows are becoming well prepared to mentor and train in-service and preservice teachers in existing programs in which the partners currently collaborate. In addition, Fellows participate in a summer research internship at a laboratory, take additional science coursework, conduct a long-term action research project, and present their work at local and national conferences.