Preparing and Supporting New Earth Science Teachers through a Museum- and School-Based Teacher Residency Program

美国自然历史博物馆(AMNH)与纽约市教育局、新教师中心(NTC)和教育政策中心(Center For Education Policy)合作，应用研究正在扩展其驻校艺术硕士课程，开设中学地球科学专业(AMNH MAT)。博物馆是唯一一家提供硕士课程以获得教学认证的非正式科学教育机构，正在将这一准备、入职和留住STEM教师的开创性方法制度化。这一为期五年的NSF教学研究员项目通过支持15名教师候选人完成教育硕士学位并开始他们的教学生涯，帮助解决纽约市地球科学教师的有据可查的短缺问题。为期36学分，为期15个月的MAT项目由一个教育和科学教员团队领导，包括在纽约市高需求学校的两个为期五个月的驻校教学，涉及ELL和特殊需求轮换。教学研究员接受驻校教师和博物馆教育工作者的指导。该项目还包括在博物馆为期六周的夏季实习，向纽约的学生教授博物馆的教育项目，以及与博物馆的科学工作人员和博士后研究员进行为期六周的夏季科学实践。在完成MAT学位后，助教人员将在有高度需求的学校完成四年的教学，接受两年的入职支持，包括通过NTC的学生成功电子辅导(EMSS)和博物馆的新教师学院课程进行在线指导，然后由博物馆的戈特斯曼科学教学中心提供两年的额外专业发展支持。AMNH正在通过广泛接触地球科学专业来招募研究员，同时也在寻找职业改变者和具有不同背景的个人。在培养合格教师候选人和培养有效教师方面，该项目正在促进STEM教师培训和留用领域的知识。AMNH MAT模式专注于临床丰富的博物馆和基于学校的实习体验，这些体验是培养教师的核心，并在教学的头两年提供广泛的指导，这对支持留任努力至关重要。该项目还包括科学研究的机会，获得科学收藏和展厅的机会，以及入职后持续的职业发展机会。研究结果为评估和设计项目提供了依据，借鉴了AMNH MAT模式，并从支持新教师的最初几年中吸取了经验教训。该项目提出了一种利用非正式科学教育机构(ISE)的独特优势和资源培养STEM教师的新方法。该项目展示了ISES在全国范围内帮助解决国家对合格STEM教师的迫切需求的潜力，并通过加强以科学为基础的文化机构在科学教育中的正式作用，更广泛地为改革做出贡献。它展示了科学和教育教师在项目交付和ISE-非营利性教师准备和保留合作伙伴关系中合作的重要模式。

The American Museum of Natural History (AMNH), in partnership with the New York City Department of Education, the New Teacher Center (NTC), and the Center for Education Policy, Applied Research is extending its Masters of Arts in Teaching Residency program with specialization in Secondary Earth Science (AMNH MAT). The only informal science education institution to offer a master's program leading to certification in teaching, the Museum is moving to institutionalize this pioneering approach to the preparation, induction, and retention of STEM teachers. This five-year NSF Teaching Fellows project helps address the documented shortage of Earth science teachers in NYC by supporting a cohort of 15 teacher candidates as they complete a master's degree in education and begin their teaching careers. The 36-credit, 15-month MAT program, led by a team of education and science faculty, includes two five-month teaching residencies in NYC high-need schools that involve both ELL and special needs rotations. Teaching Fellows receive mentoring, both from residency school teachers and Museum educators. The program also includes a six-week summer residency at the Museum teaching NYC students in the Museum's education programs, and a six-week summer science practicum with Museum scientific staff and postdoctoral fellows. After completing their MAT degree, Teaching Fellows complete four years of teaching in high-need schools, receiving two years of induction support that includes online mentoring through the NTC's e-Mentoring for Student Success (eMSS) and New Teacher Academy sessions at the Museum followed by two years of additional professional development support provided by the Museum's Gottesman Center for Science Teaching and Learning. AMNH is recruiting Fellows through broad outreach to geoscience majors while also seeking career changers and individuals of diverse backgrounds. In preparing teacher candidates for certification and developing effective teachers, the project is advancing knowledge in the field of STEM teacher preparation and retention. The AMNH MAT model focuses on clinically-rich museum and school-based residency experiences that are central to preparing teachers combined with extensive mentoring during the first two years of teaching, which are critical toward supporting retention efforts. The project also involves opportunities for scientific research, access to scientific collections and halls, and ongoing professional development opportunities after induction. The results provide evidence for assessing and designing programs drawing on the AMNH MAT model and lessons learned from supporting new teachers during their first years of teaching. This project presents a new approach to STEM teacher preparation that leverages the unique strengths and resources of an informal science education (ISE) institution. The project demonstrates the potential of ISEs nationwide to help address the nation's critical need for qualified STEM teachers and to contribute more broadly to reform by strengthening the formal role of science-based cultural institutions in science education. It presents an important model of science and education faculty cooperating in program delivery and for ISE-non-profit teacher preparation and retention partnerships.