Developing Teacher Leaders' Capacity to Promote Equitable Teaching and Learning in Secondary Science Classrooms

本项目旨在满足国家对高需求初高中科学教师领导人才培养的需求。具体而言，该项目将支持圣保罗公立学区的18名科学教师领导，以改善所有学生获得高质量科学教育的机会。教师领导将参与专业学习，通过探索具有文化意义的现象和现实问题来支持学生的学习。最终，该项目旨在通过教师在课堂上实施新的公平教学策略来改善圣保罗公立学校的科学教育。此外，该项目还将向明尼苏达州的教师传播有关公平科学教学的知识。通过这项工作，学生将获得高质量的科学指导，为他们的未来做好准备。明尼苏达大学的这个项目包括与圣保罗公立学校、BSCS科学学习、科罗拉多大学博尔德分校和哈姆林大学的合作。该项目以科学学习的五维（5D）愿景为基础，将明确的学生兴趣和身份与学科核心思想、科学和工程实践以及支持所有学生有意义和公平学习机会的交叉概念作为共同平等的维度。项目目标包括(i)招募18名中学科学教师成为教师领导，（ii）发展和支持教师领导的能力，通过与ngss相一致的、基于现象的教学来提高学生的学习能力，（iii）发展教师领导提供全州领导的能力，（iv）开发一个在线平台来传播项目成果，与5D方法相一致，以及(v)发展一个全州科学网络。定性研究设计用于解决以下研究问题：(i)教师领导如何运用他们的学习为学生设计有意义的5D学习和评估机会？（ii）教师领导如何调动5D的愿景、工具和流程来识别和解决实践中的问题？（iii）教师领导如何将他们的专业学习与其他科学教师的工作结合起来？（四）教师领导在多大程度上能够影响其他教师的学习和科学教学？该项目旨在建立一个模型，说明如何使用基于现象的学习，以吸引学生的兴趣，并支持学生作为科学的知识者、实干家和使用者的身份发展。这个Track 3：硕士教学奖学金项目是由Robert Noyce教师奖学金计划（Noyce）支持的。Noyce计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师，并支持经验丰富的模范K-12教师成为高需求学区的STEM大师教师。它还支持对高需求学区K-12 STEM教师的有效性和留任率的研究。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。

The project aims to serve the national need of developing science teacher leaders in high-need middle and high schools. Specifically, the project will support 18 science teacher leaders in the diverse Saint Paul Public Schools district to improve access to high quality science education for all students. Teacher leaders will engage in professional learning to support student learning by exploring culturally meaningful phenomena and real-world problems. Ultimately, the project aims to improve science education in Saint Paul Public Schools as teachers implement new equitable teaching strategies in their classrooms. In addition, the project will disseminate learning about equitable science teaching to teachers throughout Minnesota. Through this work, students will receive high quality science instruction to better prepare them for the future.This project at the University of Minnesota includes partnerships with Saint Paul Public Schools, BSCS Science Learning, University of Colorado-Boulder, and Hamline University. The project is grounded in a five-dimensional (5D) vision for science learning that makes explicit student interest and identity as co-equal dimensions with disciplinary core ideas, science and engineering practices, and cross cutting concepts for supporting meaningful and equitable learning opportunities for all students. Project goals include (i) recruiting 18 secondary science teachers to become teacher leaders, (ii) developing and supporting teacher leaders’ capacity to enhance student learning through NGSS-aligned, phenomena-based instruction, (iii) developing teacher leaders' capacity to provide statewide leadership, (iv) developing an online platform to disseminate project artifacts, aligned with the 5D approach, and (v) developing of a state-wide science network. Qualitative research designs are used to address the following research questions: (i) How do teacher leaders apply their learning to design meaningful 5D learning and assessment opportunities for students? (ii) How do teacher leaders mobilize the 5D vision, tools, and processes to identify and address problems of practice? (iii) How do teacher leaders incorporate their professional learning into their work with other science teachers? (iv) To what extent are teacher leaders able to impact other teachers’ learning and science teaching? The project intends to establish a model for how to use phenomena-based learning in ways that engage student interest and support students’ identity development as knowers, doers, and users of science. 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.