Chicago STEM Teaching Collaborative: Developing a STEM Master Teachers Program

芝加哥 STEM 教学合作：开发 STEM 硕士教师计划

• 批准号: 2050564
• 负责人: Billie Diaz
• 金额: $ 12.12万
• 依托单位: Northeastern Illinois University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-03-01 至 2023-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2050564&HistoricalAwards=false
• 关键词: Chicago; STEM; Teaching; Collaborative; Developing

This project aims to serve the national need for highly effective K-12 STEM teachers in high-need school districts. It intends to do so by developing a STEM Master Teaching Fellowship (MTF) model designed to produce master teachers who are technically, culturally, and pedagogically proficient. Chicago faces a crisis in teacher retention, particularly for STEM teachers in high-need school districts. The average school in Chicago Public Schools turns over 50% of its teachers every five years. Each year almost a third of the 520 Chicago Public schools have trouble filling one or more teaching positions. The high attrition rate combined with the general scarcity of STEM teachers is creating an acute shortage of teachers in high-need schools. This project intends to design an MTF model that serves diverse, high-need communities and addresses the causes of teacher attrition. The project will identify, recruit, and select exemplary teachers to the MTF program. This project will extend the current mentoring of new STEM teachers from one year to beyond the third year, the point at which teacher attrition increases sharply. This Capacity Building project at Northeastern Illinois University includes partnerships with Chicago Public Schools, City Colleges of Chicago, and the New Teacher Center. Goals of the project are to (1) build the capacity of key stakeholders to share expertise and resources and to build a strong community of practice; (2) develop a mentorship and instructional coaching model rooted in culturally relevant, culturally sustaining, and community immersive STEM teaching; and (3) build capacity for in-person, hybrid, and virtual coaching and mentorship that addresses teachers’ ability to design instruction and facilitate learning remotely. The theoretical basis for the project’s design resides in research literature on teacher leader development. It stresses activities and experiences that promote development of highly effective STEM teaching skills, knowledge of community, culturally relevant and culturally sustaining pedagogy, and the ability to skillfully deliver STEM content virtually. The project anticipates that teacher leaders with these skills and knowledge will have the potential to transform high-need schools and ameliorate high turnover and remediation needs. The project intends to conduct a needs-analysis to identify gaps in current CPS teachers’ pedagogy and cultural competency and deficiencies in CPS STEM student learning outcomes. The MTF program will be designed to address the identified gaps. The analysis will also include remote and hybrid mentoring for new teachers. Potential contributions to the field are high as the project disseminates key findings locally, regionally, and nationally through STEM partnerships and conferences. This Capacity Building 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 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.

该项目旨在满足国家对高需求学区的高效K-12 STEM教师的需求。它打算通过开发STEM大师教学奖学金（MTF）模型来做到这一点，旨在创造出技术，文化和教学精通的大师教师。芝加哥面临着保留教师的危机，特别是对于高需求学区的STEM教师而言。芝加哥公立学校的普通学校每五年将其教师的50％超过50％。每年520所芝加哥公立学校中，几乎三分之一难以填补一个或多个教学职位。高流失率加上STEM教师的普遍稀缺性，正在造成高需求学校的老师的严重短缺。该项目旨在设计一种为潜水员，高需求社区提供服务的MTF模型，并解决教师流失的原因。该项目将识别，招募和选择MTF计划的示例教师。该项目将将新的STEM教师的当前心理延伸到第三年以后，教师属性急剧增加的点。伊利诺伊州东北大学的能力建设项目包括与芝加哥公立学校，芝加哥城市学院和新教师中心的合作伙伴关系。该项目的目标是（1）建立主要利益相关者共享专业知识和资源并建立强大实践社区的能力； （2）发展一种植根于文化相关，具有文化维持和社区身临其境的STEM教学的心态和教学教练模型； （3）建立面对面，混合和虚拟教练和心态的能力，以解决教师设计教学和促进学习能力的能力。该项目设计的理论基础在于有关教师领导者发展的研究文献。它强调活动和经验，以促进高效的STEM教学技能，社区知识，具有文化相关和文化维持的教学法的发展以及虚拟熟练交付STEM内容的能力。该项目预测，具有这些技能和知识的教师领导者将有可能改变高需求的学校并改善高离职和补救需求。该项目打算进行需求分析，以确定当前CPS教师的教学法和文化能力以及CPS STEM学生学习成果中缺陷的差距。 MTF程序将旨在解决确定的差距。该分析还将包括新教师的远程和混合体力化。由于该项目通过STEM伙伴关系和会议在本地，区域和全国范围内传播关键发现，因此对该领域的潜在贡献很高。罗伯特·诺伊斯（Robert Noyce）教师奖学金计划（NOYCE）支持该能力建设项目。 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老师，并经验丰富的K-12老师，成为高需求学区的STEM大师教师。它还支持有关K-12 STEM教师在高需求学区的持久性，保留和有效性的研究。该奖项反映了NSF的法定任务，并通过使用基金会的知识分子和更广泛的影响评估审查标准来评估通过评估来诚实地支持。