Expert Clinically-Based Teacher Educators (ECBTE)

Noyce硕士教学奖学金（MTF）项目投资于硕士教师，并通过支持他们成为教育工作者来缩小大辛辛那提地区大学教师准备计划和高需求学区之间的差距，从而提高他们的成长机会。此计划的目标是(a)留住18名经验丰富的STEM教师，并发展他们成为临床专业教育工作者的能力；(b)加强对职前和新STEM教师的准备和支持；以及(c)为本地中学生提供高质量的STEM教学。辛辛那提大学、辛辛那提公立学校和辛辛那提州立技术社区学院之间的合作关系尤为密切。每个合作机构将发挥领导作用，为教师提供与每个项目目标相关的专业发展活动清单。因此，该计划将为高需求学区和高等教育机构之间的协同作用以及大师教师的发展提供一个典范。越来越多的研究表明，当教师开始被公认为大师教师时，他们专业成长的机会往往会减少；这个时候，他们也可能想要考虑管理或高等教育方面的职业轨迹。这一雄心勃勃的计划是基于这样一个假设：如果大师教师有机会创造新的职业道路，他们将更有可能留在教室里。因此，该项目为硕士教师提供了多种职业发展选择，如学习如何教授双学分或AP课程，担任兼职教师，获得英语学习者教学认证，参与职前教师的课程修订，或指导和设计混合STEM电子学习课程。该项目的核心活动，包括高级内容课程、导师培训和高级教学培训，是基于已被证明有效的新兴教学实践的文献。形成性和总结性评估将使用混合方法来监控项目目标的进展情况，包括保留、大师教师发展和整体项目有效性。将收集和分析课堂观察、调查和焦点小组访谈，以深入了解大师教师是否利用他们的经验提供高质量的学习体验，通过指导和其他领导活动加强教学网络，并制定行动研究计划。项目成果将在美国教育研究协会召开的全国会议上发布，并在《教育行动研究》、《创新高等教育》、《STEM教育杂志》和《STEM教育研究杂志》等期刊上发表。

This Noyce Master Teaching Fellowship (MTF) project invests in master teachers and enhances their growth opportunities by supporting them to become educators who will close the gap between university teacher preparation programs and high-needs school districts in the greater Cincinnati area. The goals of this project are to (a) retain 18 experienced STEM teachers and develop their capacity to become expert clinical educators, (b) enhance the preparation and support for pre-service and new STEM teachers and, (c) provide access to high quality STEM instruction for local secondary students. The partnership between the University of Cincinnati, Cincinnati Public Schools, and Cincinnati State Technical Community College is particularly strong. Each partner institution will take a leadership role in providing teachers with a menu of professional development activities that are related to each of the project's goals. Thus, this plan will provide an exemplary model for creating synergy between high-needs school districts and institutions of higher learning as well as for master teacher development.There is an emerging body of research that shows that opportunities for professional growth for teachers tend to diminish by the time they are beginning to be recognized as master teachers; a time when they are also likely to want to consider career trajectories in administration or higher education. This ambitious plan is based on the hypothesis that if master teachers are provided with options to create new career paths they will be more likely to remain in the classroom. Therefore, the project provides master teachers with a variety of options to advance their careers such as, learning how to teach dual credit or AP courses, serving as adjunct faculty, receiving certification to teach English Language Learners, participating in curriculum revision for pre-service teachers, or instructing and devising curricula for blended STEM e-learning. The project's core activities, which include advanced content coursework, mentor training, and advanced pedagogical training is grounded in the literature on emerging instructional practices that have been shown to be effective. Formative and summative evaluation will be performed using a mixed-methods approach to monitor progress toward the project goals for retention, master teacher development, and overall project effectiveness. Classroom observations, surveys, and focus group interviews will be collected and analyzed to provide insight into whether or not master teachers are using their experiences to provide high-quality learning experiences, strengthening teaching networks through mentoring and other leadership activities, and developing action research plans. Project results will be disseminated at national meetings held by the American Educational Research Association and in the journals such as, Educational Action Research, Innovative Higher Education, the Journal of STEM Education, and the Journal of Research in STEM Education.