Building Leadership among Science Teachers in Rural Regions: Designing, Developing, and Implementing a Science Teacher Leadership Academy

建设农村地区科学教师的领导力：设计、开发和实施科学教师领导力学院

• 批准号: 2243496
• 负责人: Brooke Whitworth
• 金额: $ 289.67万
• 依托单位: Clemson University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-06-01 至 2029-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2243496&HistoricalAwards=false
• 关键词: Building; Leadership; among; Science; Teachers

This project aims to serve the national need to prepare high-quality science teacher leaders in high-need, rural areas. Given the disparities in the quality and quantity of science education in rural spaces, this project is designed to support and develop two cohorts of grade K-8 Master Teaching Fellows (MTFs) into science teacher leaders in rural South Carolina (SC). One cohort will be comprised of twelve grade K-5 experienced and exemplary teachers and one cohort of twelve grade 6-8 exemplary and experienced teachers. This five-year program consists of several components, including a Leadership Simulation, a Summer Institute, and Summer Conferences. Additional elements of the program that each MTF will undertake are the completion of differentiated online modules designed to support specific learning needs and goals, implementation of a professional learning and leadership plan, collaboration with principals, attending and presenting at the National Science Teacher Association (NSTA) conference, and receiving differentiated coaching in MTF classrooms. The program is designed to allow MTFs to focus on becoming expert science teachers the first two years while learning about themselves as leaders and beginning to think about how change occurs. In the last three years of the program, the focus aims on developing MTFs as leaders, continuing to work on honing leadership knowledge and skills. Ultimately, MTFs will be encouraged to lead in their schools and districts by mentoring, leading professional development, and seeking other ways to support other science teachers. In doing so, the number of science teacher leaders in the SC upstate region will be increased and science education in upstate SC will be impacted. This project at Clemson University includes partnerships with WestEd’s Making Sense of Science and high-need, rural school districts (Ware Shoals School District, Laurens County School District, and Union County School District), in the upstate region of SC. Project goals include the implementation of differentiated professional development and coaching over the course of five years for two cohorts of teachers to produce teacher leaders who can effect change within their rural schools and school systems. This work is grounded in situated learning and the science teacher leader framework and seeks to explore the following questions. 1) How does change happen in a rural school system via teacher leaders? 2) In what ways does rurality support or hinder teacher leadership? and 3) What are key leverage points in rural spaces that support rigorous science education? A mixed-method investigation of these questions is intended to result in findings that are expected to contribute to the understanding of professional learning and the under-examined field of teacher leadership in the STEM research literature. Project results will be widely disseminated through national and regional channels to improve K-12 science education. The project will collaborate with the South Carolina Department of Education to share asynchronous modules that can be replicated by districts and state subject area coaches as part of their regular professional learning and development for teachers. This study addresses a significant issue in education - the current absence of teacher leaders in STEM disciplines, particularly in rural communities - with the goal of increasing the number of science teacher leaders in the SC upstate region. This Track 3: Master Teacher 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.

该项目旨在满足国家需求，以准备高质量的科学老师领导者在高需求的艰难地区。鉴于农村空间中科学教育质量和数量的分布，该项目旨在支持和开发两个K-8级高级教学研究员（MTF），以向南卡罗来纳州农村地区的科学教师领导者（SC）提供支持。一个队列将完成十二个K-5级经验和典范老师，以及一个十二级6-8年级的典范和经验丰富的老师。这个五年的计划包括几个组成部分，包括领导力模拟，夏季学院和夏季会议。每个MTF将要进行的计划的其他要素是完成旨在支持特定学习需求和目标的差异化在线模块，实施专业学习和领导计划，与校长合作，参加和在国家科学教师协会（NSTA）会议上参加和展示，并在MTF课堂上获得差异化的教练。该计划旨在允许MTF专注于最初两年成为科学教师，同时学习自己作为领导者并开始考虑变化的发生方式。在该计划的最后三年中，重点旨在发展MTF作为领导者，继续致力于磨练领导知识和技能。最终，将鼓励MTF通过心理，领导专业发展，并寻求其他科学教师的方式来领导其学校和部门。这样一来，SC上州地区的科学老师领导者的数量将增加，而Upstate SC的科学教育将受到影响。克莱姆森大学（Clemson University）的该项目包括与Wested的《理解科学意义》和高需求的农村学区（Ware Shoals学区，劳伦斯县学区和联合县学区），位于SC的北部地区。项目目标包括在五年内实施差异化的专业发展和指导，以培养两名教师，以培养教师领导者，这些老师可以在其农村学校和学校系统中影响变化。这项工作是基于学习的基础和科学老师的领导框架，并试图探索以下问题。 1）在艰难的学校系统中，如何通过教师领导者发生变化？ 2）粗糙度支持或阻碍教师领导的方式？ 3）在支持严格科学教育的粗糙空间中，哪些关键杠杆点是什么？这些问题的混合方法投资旨在导致发现有助于对专业学习的理解以及STEM研究文献中教师领导力不足的领域的发现。项目结果将通过国家和地区渠道广泛传播，以改善K-12科学教育。该项目将与南卡罗来纳州教育部合作，共享异步模块，这些模块可以由地区和州学科区域教练复制，这是其定期专业学习和教师的专业学习和发展的一部分。这项研究解决了教育中的一个重大问题 - 目前缺乏STEM学科的教师领导者，尤其是在农村社区中 - 目的是增加SC北部地区的科学老师领导人的数量。这首歌3：大师级教师奖学金项目得到了罗伯特·诺伊斯教师奖学金计划（NOYCE）的支持。 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有效性和保留的研究。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优点和更广泛的影响评估标准来评估，被认为是珍贵的支持。