UR Noyce Master Teachers Program: Preparing highly-qualified STEM teacher leaders for urban schools

罗彻斯特大学与罗彻斯特市学区、罗彻斯特博物馆和科学中心合作，正在这个高需求学区培养一个由24名K-12科学和/或数学硕士教师组成的队列，其长期目标是培养维持高质量数学和科学教学的能力。硕士教学研究员参与课程作业和指导实践，重点是提高教师在STEM内容、教学法、基于改革的教学材料和评估、专业发展和领导力方面的知识和技能。奖学金学生为地区现任及未来的教师担任角色模范、专业发展提供者及教学领袖。这项为期五年的专业发展计划每年都侧重于他们作为硕士教师角色的不同方面，特别强调检查他们自己的教学实践，为其他在职和职前STEM教师提供导师，通过课程和暑期学院提供专业发展，作为推动学区STEM教育创新的变革推动者，并维持STEM教育改革。专业发展计划通过研究生水平的课程、与每年的重点相关的指导现场经验和每月的领导力研讨会来实施。硕士教学研究员的一部分还需要完成获得州认证作为学校或地区领导和/或完成教育学博士学位所需的额外要求。计划，进一步准备他们在地区STEM改革计划中担任特定角色。项目的最后两年旨在通过让研究员与地区领导人一起制定和实施STEM教育改革举措，提供向后资助的过渡，以建立长期的可持续性。项目评估旨在评估项目对研究员作为STEM教师和领导者的有效性的影响，以提高对如何培养能够支持其他在职和职前教师在城市学校实施高质量STEM教学的大师教师的认识。

The University of Rochester, in partnership with the Rochester City School District and the Rochester Museum and Science Center, are developing one cohort of 24 K-12 master teachers in science and/or mathematics in this high-need school district, with the long-term goal of building capacity for sustaining high quality mathematics and science teaching. Master Teaching Fellows are engaging in coursework and mentored practice focused on increasing the teachers' knowledge and skills in STEM content, pedagogy, reform-based instructional materials and assessments, professional development, and leadership. The Fellows serve as role models, professional development providers, and instructional leaders for current and prospective teachers in the district. The five-year professional development program for the Fellows focuses each year on a different dimension of their roles as master teachers, with specific emphases on examining their own teaching practices, serving as mentors to other in-service and pre-service STEM teachers, providing professional development through courses and summer institutes, serving as change agents promoting STEM education innovations in the school district, and sustaining STEM education reform. The professional development program is being carried out through graduate-level courses, mentored field experiences pertinent to each year's focus, and monthly leadership seminars. A subset of Master Teaching Fellows is also completing additional requirements necessary to obtain state certification as a school or district leader and/or completing an Ed.D. program to further prepare them to serve specific roles in the district's STEM reform plan. The final two years of the project are designed to provide a transition to post-funding so as to build long-term sustainability, by engaging Fellows in work alongside district leaders in developing and implementing STEM education reform initiatives. The program evaluation is assessing the impact of the program on the Fellows' effectiveness as STEM teachers and leaders in order to advance knowledge about what it takes to prepare master teachers who can support other in-service and pre-service teachers in implementing high-quality STEM instruction in urban schools.