Teachers Organizing Diverse Opportunities Across a STEM Ecosystem

该项目旨在满足国家对培养K-12科学教师带头人的需求。该项目旨在支持科学教师领袖的发展，他们将成为众所周知的诺伊斯大师教学研究员(MTF)。这些MTF将学会在STEM学习生态系统中为他们的学生以及其他科学教师提供成功。STEM学习生态系统是指学校、社区环境、家庭、企业和博物馆等各种环境融合在一起，为学生创造一系列学习机会的方式。当教师将学校科学与STEM学习生态系统中完成科学的不同方式联系起来时，他们可能会支持更多多样化的学生获得对科学的兴趣，并体验到更多的科学成就。该项目旨在培养、指导和保留一支由12名经验丰富的模范科学教师组成的干部队伍，以通过实现三个目标来加强STEM学习生态系统。首先是在STEM学习生态系统中建立关系和领导力，包括家庭、非正式和正式的STEM组织，以及STEM职业和大学道路。第二是组织多样化的学习经历，利用STEM学习生态系统中的联系，扩大学生对K-12科学的兴趣和成功。第三，也是最后一点，是利用导师的优势成为科学教师专业协会的领导者。新墨西哥大学的这个项目包括与陶斯、盖洛普-麦金利和古巴学区以及新墨西哥州科学教师协会、两个国家实验室、两个企业、两个文化和社区协会以及三个博物馆的合作。该项目打算在五年内向K-12年级的12名有经验和模范的实习教师提供研究金。项目目标包括在K-12科学教师和STEM学习生态系统中的其他人之间建立更多正式和非正式网络的能力。该项目计划提供暑期研习班、辅导和网络系统以及大学在线微型课程，以支持科学教师领导提高他们的领导技能、教学技能和教学知识。科学教师领导者的一个主要目标是利用他们的新知识和网络联系来创建、实施、进行行动研究并传播带有故事情节的课程，这些故事情节与家庭、社区、实验室和工作场所从事科学的方式相联系。该项目建立在关于STEM学习生态系统和一种名为玉米领导力的关系领导形式的理论知识基础上。与生态系统观点类似，玉米模式将指导MTF建立关系并尊重不同的人，因为其核心目的是实现整体的相互依存的平衡和生活福祉。它尊重土著价值观，并成功地为新墨西哥州不同的干部创造了通往学校领导力的途径。这个Track 3：大师教学奖学金项目由罗伯特·诺伊斯教师奖学金计划(Noyce)提供支持。Noyce计划支持有才华的STEM本科专业和专业人员成为有效的K-12 STEM教师，并支持经验丰富、模范的K-12教师成为高需求学区的STEM硕士教师。它还支持对高需求学区K-12 STEM教师的有效性和留住的研究。这一奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

This project aims to serve the national need for developing K-12 science teacher leaders. The project is designed to support the development of science teacher leaders who will become known as Noyce Master Teaching Fellows (MTFs). These MTFs will learn to provide their students, as well as other science teachers, with success in a STEM learning ecosystem. A STEM learning ecosystem refers to the way a variety of environments, such as schools, community settings, families, businesses, and museums, converge to create an array of learning opportunities for students. When teachers connect school science with diverse ways that science is done across a STEM learning ecosystem, they can likely support a greater diversity of students in gaining interest in science and experiencing increased achievement in science. This project intends to develop, mentor, and retain a cadre of 12 experienced and exemplary science teachers to strengthen a STEM learning ecosystem by pursuing three objectives. First is to build relationships and leadership across the STEM learning ecosystem which includes families, informal and formal STEM organizations, and STEM career and college pathways. Second is to organize diverse learning experiences that leverage connections across the STEM learning ecosystem and that broaden student interest and success in K-12 science. Third, and finally, is to take advantage of mentoring to become leaders in a science teacher professional association. This project at the University of New Mexico includes partnerships with the Taos, Gallup-McKinley, and Cuba school districts as well as the New Mexico Science Teachers Association, two national laboratories, two businesses, two cultural and community associations, and three museums. Over five years the project intends to provide fellowships to 12 experienced and exemplary practicing teachers from grades K-12. Project goals include building capacity for greater formal and informal networking among K-12 science teachers and other people in the STEM learning ecosystem. The project plans to provide summer institutes, a system of mentoring and networking, and university online micro-courses to support science teacher leaders in advancing their leadership skills, pedagogical skills, and content knowledge. A main goal is for science teacher leaders to use their new knowledge and network connections to create, implement, conduct action research, and disseminate lessons with storylines that connect to family, community, laboratory, and workplace ways of doing science. The project builds on theoretical knowledge about the STEM learning ecosystem and a relational form of leadership called Maize leadership. Similar to an ecosystem perspective, the Maize Model will guide the MTFs to build relationships and respect for diverse people because of a core purpose of holistic interdependent balance and well-being in life. It honors Indigenous values and has demonstrated success in creating pathways to school leadership for diverse cadres of people in New Mexico. This Track 3: Master Teaching Fellowships project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM master teachers in high-need school districts. It also supports research on the effectiveness and retention 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.