Ambitious Math and Science Teaching Fellows

这个诺伊斯教学研究员项目将为16名教学研究员提供培训，以完成中学数学或科学教学许可证的硕士学位课程。 该项目还将为参与者在高需求学校任教的前四年提供专业发展和支持。 该项目的主要内容是（a）以研究为基础的教师准备课程和临床经验，（B）支持上岗的专业发展，以及（c）支持教师留用。 雄心勃勃的教学理念，促进教学实践和惯例，支持每一个学生，跨越种族，民族，性别和语言的界限，因为他们学习学科内的基本思想，将是核心的课程。 该项目将由俄勒冈州州立大学与中谷数学和科学网络、六个中谷学区和教师发展小组合作实施，一个非营利组织，设计专业发展计划，专注于提高学生的数学理解和成就。该项目的目标是为研究员提供硕士学位课程，并遵循-提供使用循证教学模式的专业机会，该模式侧重于制定战略，支持来自不同背景的学生，重点是解决现实世界的问题。 研究员将在硕士课程期间介绍这种雄心勃勃的教学模式的基础（高杠杆教学实践，公平教学和特定学科的实践），并继续参考这些基础一旦他们被放置在课堂上。 研究人员假设，这种雄心勃勃的教学模式在高需求学校的STEM课堂上尤其有效。 项目评估将通过评估学员在入门阶段的持续进展（数学教学质量）和形成性教学观察（EQUIP）来解决这一前提。 通过这项工作开发的成果和资源将通过中谷数学科学教学网络传播，这是一个由俄勒冈州教师和管理人员建立的在线网络，并在数学教师会议上传播。

This Noyce Teaching Fellows project will provide training for 16 teaching fellows to complete a Master's degree program for licensure in secondary mathematics or science teaching. The project will also provide professional development and support for the participants during their first four years of teaching in high needs schools. The key elements of the project are (a) research-based teacher preparation courses and clinical experiences, (b) professional development to support induction, and (c) support for teacher retention. The ambitious teaching philosophy, which promotes instructional practices and routines that support every student, across racial, ethnic, gender, and linguistic boundaries as they learn essential ideas within a discipline, will be central to the curriculum. This project will be carried out by Oregon State University in partnership with the Mid-Valley Math and Science Network, six Mid-Valley School Districts, and the Teachers Development Group, a non-profit organization that designs professional development plans that focus on improving students' mathematical understanding and achievement.The project's goal is to provide fellows with a Master's degree program and follow-up professional opportunities that use an evidence-based teaching model, which focuses on the development of strategies that will support students from diverse backgrounds with an emphasis on solving real-world problems. The fellows will be introduced to the foundations of this ambitious teaching model (high leverage teaching practices, equitable instruction, and discipline-specific practices) during the Master's program and continue to refer back to these foundations once they have been placed in the classroom. The investigators hypothesize that the ambitious teaching model will be especially effective in STEM classrooms in high-needs schools. Project evaluation will address this premise through assessment of the fellows' continuing progress (Mathematical Quality of Instruction) and formative teaching observation (EQUIP) during the induction phase. The results and resources developed through this work will be disseminated through, the Mid-Valley Math Science Teaching Network, an established online network of Oregon teachers and administrators, and at meetings of the Teachers of Teachers of Mathematics.