Mathematics and Science Teacher Education Residency

数学和科学教师教育驻校（MASTER）项目-包括作为核心合作伙伴的纽约市立大学亨特学院、公立学校新视野、纽约市教育局和纽约科学馆，在国际公立学校网络的额外支持下，正在创建一个创新的居住和入门课程，以增加学生在高中的学习，需要纽约市的学校。 研究表明，教师教育在与教学背景下高度一致的实用内容学习相结合时最为有效，MASTER合作伙伴正在设计，实施，完善和测试中等科学和数学候选人招聘，教师准备，入门和专业发展的模式。 此外，MASTER项目正在支持三批25名新教师及其导师在New Visions/NYC DOE学校服务，从而建立学校社区，支持合作的职前教师学习和持续的教师发展。 在他们的第一个居住年圆满完成后，MASTER居民收到他们的初始纽约州认证在数学，生物学，地球科学或化学青少年教育;在第二年，成功完成课程和有效教学的演示后，他们获得亨特学院硕士学位。 MASTER项目包括多种方法，旨在发展教师的教学内容知识，同时开展以探究为基础的教学策略培训，以提高科学和数学新手教师及其导师向城市中学生提供高质量教学的效率。 该项目还通过与在职教师进行持续的、一致的入职工作，以及制作和传播符合《国家数学共同核心标准》和《下一代科学标准》的材料，影响整个学校的改革努力。MASTER通过创建一个临床丰富、精心排序、形成性评估模式，不断根据学生学习的具体结果进行评估。 作为一个全面的方法来建立职前和在职教师的PCK，以提高学生的成绩，MASTER响应数学和科学伙伴关系计划的要求，创新的准备K-12科学，数学，工程和/或计算机科学教师在职前水平和支持新教师在他们的早期职业。 为了验证结果，并产生其他人可以纳入其教师准备设计的研究结果，MASTER研究和评估的重点是证明： - 由具有独特而深厚专业知识的合作伙伴创建的以PCK为重点的住院医师和导师培训课程将增加新手和经验丰富的数学和科学教师开发有效且引人入胜的实践的可能性。 - 参与的指导教师和他们的同事将发展为同侪领导者，并将在各部门和学校分享他们的学习，创造一个在全校教学文化的转变。 - 参与教师课堂的学生将在多年内与PCK培训的教师进行项目学习，从而增加他们加深科学/数学学习的可能性，并参加更多的科学课程以及更高水平的数学课程（超过纽约市的毕业要求）。

The Mathematics and Science Teacher Education Residency (MASTER) project - including as core partners Hunter College of the City University of New York, New Visions for Public Schools, the New York City Department of Education, and the New York Hall of Science, with additional support from Internationals Network for Public Schools - is creating an innovative residency and induction program in the service of increased student learning in high-needs New York City schools. Building upon research showing that teacher education is most effective when enacted in concert with highly aligned, practical learning of content in the pedagogical context, the MASTER partners are designing, implementing, refining, and testing a model of secondary science and mathematics candidate recruitment, teacher preparation, induction and professional development. Moreover, the MASTER project is supporting three cohorts of 25 novice teachers and their mentors to serve in New Visions/NYC DOE schools, leading to the establishment of school communities that support collaborative pre-service teacher learning and ongoing teacher development. Upon satisfactory completion of their first residency year, MASTER residents receive their initial New York State certification in Adolescence Education in Mathematics, Biology, Earth Science, or Chemistry; in year two, after successful coursework completion and demonstration of effective instruction, they earn their Hunter College master's degree. The MASTER effort includes multiple approaches designed to develop teachers' pedagogical content knowledge (PCK) in conjunction with training in inquiry-based instructional strategies in an effort to increase the effectiveness of novice science and mathematics teachers and their mentors in delivering high quality instruction to urban secondary students. The project also impacts whole-school reform efforts through ongoing, aligned induction work with in-service teachers, and the production and dissemination of materials aligned to Common Core State Standards for Mathematics and Next Generation Science Standards.MASTER bridges the divide between traditional, alternative and clinically based programs by creating a clinically-rich, carefully sequenced, formatively assessed model that is constantly being evaluated against concrete outcome measures of student learning. As a comprehensive approach to building pre- and in-service teachers' PCK in order to increase student achievement, MASTER responds to the Math and Science Partnership program's call for innovations in the preparation of K-12 teachers of science, mathematics, engineering, and/or computer science at the pre-service level and support of new teachers during their early years in the profession. To validate outcomes, and produce findings that others may incorporate in their own designs for teacher preparation, MASTER research and evaluation is focused on demonstrating that: - The PCK-focused residency and mentor training curricula created by partners with distinct and deep expertise will increase the likelihood that novice and experienced mathematics and science teachers develop effective and engaging practices. - Participating mentor teachers and their colleagues will develop as peer leaders and will share their learning across departments and schools, creating a shift in school-wide instructional culture. - Students in participating teachers' classrooms will engage in project-based learning with PCK-trained teachers across multiple years, thereby increasing the likelihood that they will deepen their science/mathematics learning and take more science classes as well as higher-level mathematics courses (beyond the New York City requirements for graduation).