Texas Leadership Initiative for Inquiry Science Teaching

在Robert Noyce教师奖学金计划（Noyce）的支持下，Rice大学的这个Track 3: Master Teaching Fellowships项目旨在满足国家发展科学教师领导者的需求，特别是在高需求的学校。该项目将为在大休斯顿地区高需求学校任教的具有硕士学位的中小学科学教师提供为期五年的专业发展计划。专业发展活动将通过休斯顿大学、休斯顿社区学院、德克萨斯州科学教师协会和休斯顿独立学区的教育教师之间的合作来设计和实施。这些合作伙伴将合作提供指导和其他经验，以发展教师的领导能力，增加他们的科学知识，并加深他们对研究性学习和文化相关教学法的理解和技能。作为他们专业发展的一部分，硕士教师研究员将设计和实施一个行动研究项目，以满足他们学校的需求，从而使他们能够从事教育研究。该项目旨在提高教师的自我效能感，提高教师在高需求学校的留任率，并提高学生的参与度和成绩。为了实现这些目标，该项目将培养一批教学硕士研究员，他们可以通过指导同龄人、为有效的教学实践建模和开展行动研究来支持学生在STEM领域取得成功。预计这些教师领导也将有助于全州科学教学领导的变化。为了支持这些成果，该项目将让研究员参与跨学科探究经验，并提供指导和指导。将受到该项目积极影响的群体包括休斯敦独立学区的同行教师、休斯敦社区学院的职前教师以及德克萨斯州科学教师协会的教师。传播项目材料和成果的计划包括在课堂上实施课程，与同行教师分享课程，指导职前教师，并在德克萨斯州科学教师协会的地方和全州活动上发表演讲。该项目将汇集一个模范教师团队，他们将开发具有社会相关性的跨学科课程，并有助于更好地理解教师领导力的发展。Noyce计划支持有才华的STEM本科专业和专业人士成为高需求学区有效的K-12 STEM教师，并支持经验丰富的模范K-12 STEM教师成为STEM大师教师。它还支持对高需求学区K-12 STEM教师的持久性、留任性和有效性的研究。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

With support from the Robert Noyce Teacher Scholarship Program (Noyce), this Track 3: Master Teaching Fellowships project at Rice University aims to serve the national need of developing science teacher leaders, especially in high-need schools. The project will support a five-year professional development program for elementary and secondary science teachers with master's degrees who are teaching in high-need schools in the Greater Houston area. The professional development activities will be designed and carried out through collaborations between education faculty from the University of Houston and Houston Community College, the Science Teachers Association of Texas, and Houston Independent School District. These partners will work cooperatively to provide mentoring and other experiences that will develop the teachers' leadership abilities and increase their scientific knowledge, as well as deepen their understanding of and skills in inquiry learning and culturally relevant pedagogy. As part of their professional development, the Master Teacher Fellows will design and implement an action research project that addresses a need at their school, thus enabling them to engage in education research. The project seeks to enhance teacher self-efficacy, improve teacher retention in high-need schools, and increase student engagement and achievement. To these ends, the project will create a cadre of Master Teaching Fellows who can support student success in STEM by mentoring their peers, modeling effective teaching practices, and conducting action research. It is expected that these teacher leaders will also contribute to state-wide changes in science teaching leadership. To support these outcomes, the project will engage the Fellows in interdisciplinary inquiry experiences, and provide coaching and mentoring. Groups that will be positively affected by the project include peer teachers in the Houston Independent School District, pre-service teachers enrolled at Houston Community College, and teachers across Texas involved in Science Teachers Association of Texas. Plans to disseminate project materials and results include implementing lessons in classrooms, sharing lessons with peer teachers, mentoring pre-service teachers, and presenting at local and statewide events of the Science Teachers Association of Texas. This project will bring together an exemplary team of teachers who will develop interdisciplinary curricula with societal relevance and contribute to a better understanding of teacher leadership development. The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers in high-need school districts and experienced, exemplary K-12 STEM teachers to become STEM master teachers. It also supports research on the persistence, retention, and effectiveness of K-12 STEM teachers in high-need school districts.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.