STEM to STERN: Successful Teaching Entryways and Resource Networks

在这个规划项目中，莱斯利大学正在加强与城市生态研究所，MassBay社区学院和一个或多个高需求学区的现有关系，以开发教学研究员和硕士教学研究员（TF/MTF）计划。规划过程建立在莱斯利成功的基于标准的教师准备和专业发展计划的基础上，以实现以下目标：1）巩固合作伙伴协议，以招募和培训STEM专业人员，使其成为高素质的科学和数学教师; 2）确定合作伙伴有效实施方案的能力，包括对成本分担要素的承诺，以及招募和保留那些不会在TF计划中从事教学职业的个人，包括来自代表性不足群体的个人; 3）确定有兴趣参加TF/MTF计划的高需求学区; 4）估计和证明参与者的数量和质量由该计划提供服务; 5）评估职前学生支持和新的教师支持基础设施的需求和质量为TF; 6）根据莱斯利的当前教师领导者的专业发展，完成高质量的专业发展计划的开发; 7）制定评估计划，以衡量计划的有效性; 8）制定一项计划，以确保在NSF资助期后的可持续性。因此，预计规划年将为招聘和培训高质量的STEM教师和教师领导者创造长期、可持续的途径，从而有助于缓解长期存在的科学/数学教师短缺问题，并最终显著提高学生的成绩。

In this planning project Lesley University is strengthening existing relationships with the Urban Ecology Institute, MassBay Community College, and one or more high-need school districts to develop a Teaching Fellows and Master Teaching Fellows (TF/MTF) program. The planning process is building on Lesley's successful standards-based teacher preparation and professional development programs to achieve the following objectives: 1) solidification of partnership agreements to recruit and train STEM professionals to become highly qualified teachers of science and mathematics; 2) determination of the capacity of the partners to conduct the program effectively, including commitment to cost sharing elements and the recruitment and retention of individuals who would not otherwise pursue careers in teaching for the TF program, including individuals from underrepresented groups; 3) identification of high need school districts interested in participating in a TF/MTF program; 4) estimation and justification of the number and quality of participants to be served by the program; 5) assessment of the needs and quality of pre-service student support and new teacher support infrastructures for TFs; 6) completion of development of a high quality professional development program for MTFs based on Lesley's current professional development for teacher leaders; 7) formulation of an evaluation plan that will measure program effectiveness; and 8) development of a plan for sustainability beyond the period of NSF funding. The planning year is thus expected to result in creation of long-term, sustainable pathways for recruiting and training high quality STEM teachers and teacher leaders, thus helping to alleviate long standing science/mathematics teacher shortages and ultimately resulting in significant improvements in student achievement.