From the Laboratory to the Classroom: Building Capacity for Math and Science Teaching in DC (Lab2Class)

从实验室到课堂：建设华盛顿特区中学数学和科学教学的能力(Lab2Class)是NSF的一个合作项目，它汇集了美国大学(AU)教育、教学和卫生学院(SEH)、数学、统计和环境科学系、华盛顿卡内基研究所、哥伦比亚特区公立学校(DCPS)和华盛顿特区公立特许学校(DCPCS)。该项目的总体目标是通过招聘具有强大科学和数学背景的STEM专业人员在华盛顿特区的高需求学校增加高素质数学和科学教师的数量，在完成为期一年的强化教师认证硕士学位课程后，在DC学校任教至少四年，该课程旨在为研究员获得教师资格做好准备。两组Lab2类研究员，包括总共32名研究员，16名科学研究员和16名数学研究员，在他们头四年的教学工作中得到支持，包括专业发展、指导支持和工资补贴。该项目的前提和研究基础是，在STEM领域拥有非常扎实的教学知识的教师可以帮助中学生发展这些基本技能。战略和成果包括：1)认真培养对数学或科学有深刻理解的教师，使其成为有效的教师；2)对传统上准备不足的城市学生进行教学创新；3)评估学生成绩；4)对研究员关于培训和课堂活动的见解；5)关于知识渊博的教师如何影响高需求学区学生成绩的数据。这个项目是基于关于什么是学生在科学和数学方面的学习的文献。合作伙伴共同设计了一个项目，使教师能够以不同的方式思考他们在STEM领域的教学方式，重点是探究，并将评估作为教学决策的工具，最终目标是提高教学质量和学生在数学和科学方面的成绩。该项目还为围绕教师教学知识和学生学习之间的关系的对话带来了新的信息。虽然这一合作伙伴关系正在提高华盛顿特区数学和科学教师的质量，但随着参与者担任领导角色并参与更系统的改革，以改善学区及其他地区的STEM教育，其影响预计将会增加。这一伙伴关系是STEM教育中教师发展的典范，有可能增加进入STEM领域的少数族裔学生的渠道。

From the Laboratory to the classroom: Building Capacity for Math and Science Teaching in DC Secondary Schools (Lab2Class) is a collaborative NSF Teaching Fellows (TF) project that brings together American University's (AU) School of Education, Teaching, and Health (SETH), Departments of Mathematics and Statistics and Environmental Science, The Carnegie Institution of Washington, the District of Columbia Public Schools (DCPS), and DC Public Charter Schools (DCPCS). The overarching project goals are to increase the number of highly qualified math and science teachers in high-need schools in Washington, DC by recruiting STEM professionals with strong backgrounds in science and math to teach in DC schools for at least four years after completing a one-year intensive teacher certification Masters degree program designed to prepare the Fellows for teacher licensure. Two cohorts of Lab2Class Fellows, consisting of a total of 32 Fellows, 16 in science and 16 in mathematics, are supported throughout their first four years of teaching with professional development, mentoring support and salary supplements. The project is built on the premise and research base that teachers with very strong content knowledge in STEM fields can help secondary school students develop these essential skills. Strategies and outcomes include the following: 1) careful preparation of teachers with deep math or science understanding to be effective teachers; 2) pedagogical innovations for teaching to traditionally under-prepared urban students; 3) assessments of student achievement; 4) insights of the Fellows regarding training and classroom activities; and 5) data on how knowledgeable teachers affect student attainment in a high-need school district. This project is grounded in the literature on what constitutes student learning in science and mathematics. The partners have come together to design a program that empowers teachers to think differently about how they teach in the STEM fields, focusing on inquiry and by using assessments as a tool for instructional decision-making with the ultimate goal of increasing the quality of instruction and student achievement in mathematics and science. The project also brings new information to bear on the conversation around the relationship between teacher content knowledge and student learning. While the partnership is increasing the quality of math and science teachers in Washington, DC, the impact is expected to grow as the participants take on leadership roles and engage in a more systemic change to improve STEM education in the District and beyond. This partnership serves as a model of teacher development in STEM education with potential to increase the pipeline of minority students into the STEM fields.