Noyce Teacher Teams

Noyce Teacher Teams


The STEM Colorado Teaching to Learn Program is an opportunity for teams of novice, veteran, and pre-service math and science teachers to pursue inquiries into professional development and classroom research that are of most value to them at this point in their careers. The four-year project is funded through the NSF Noyce program, and the Principle Investigators are Dr. Valerie Otero and Dr. Laurie Langdon in the School of Education at the University of Colorado-Boulder. Spring 2013 was our first implementation of the Noyce Teacher Team model, and we are scaling up for the 2013-2014 school year. We anticipate forming 7 – 10 teams depending on interest and availability of teachers and are currently recruiting novice and veteran teachers from among these school districts: Adams 12, Denver Public, Englewood, Mapleton, Boulder Valley, and St. Vrain Valley.

This integration project will bring together Noyce Teacher Teams consisting of teachers and prospective teachers with different types and levels of experience and connections to the University. These teams will collaborate on four different aspects of their own professional development, preparation, or induction program: (1) discipline-based educational research in the K-12 classroom, (2) implementation of state of the art technology and research-based approaches, (3) planning of and reflection on teaching and learning, and (4) conference presentations and journal publications. The focus of each team is on conducting classroom research and the goal of this centralizing activity is to provide a context for teachers to critically examine their own assumptions related to teaching and learning. The mechanism by which such reflection occurs is scientific inquiry into one’s own practice within a team of peers, experts, and apprentices working on a similar problem. This design is much like that of any scientific laboratory; knowledge generation is the goal and at its heart, the experts (senior scientists), novices (junior scientists), and apprentices (graduate students) play a critical, productive role as producers of knowledge as well as expert learners. Similarly, Noyce Teacher Teams consist of veteran teachers, novice teachers, and prospective teachers all working on a substantive research question related to classroom practices. The teaching to learn model applies to multiple stages in the teacher professional continuum and we have implemented and tested individual models at each stage. This project seeks to integrate all stages so that a true continuum of teacher education exists and each facilitates the development of the other.

As a Teacher Team member, you would be expected to:

  • Participate in a ½ – day or evening Teaching to Learn Project kick-off meeting [end of summer, date TBD]
  • Participate in bi-weekly meetings with your team (3-5 members, with a mix of pre-service, novice, and veteran teachers). Meetings may be a mix of face-to-face and virtual, with rotating locations for face-to-face meetings.
  • Conduct a classroom research project (with the help of your team members and personnel involved in the Teaching to Learn Project) that may involve collecting and analyzing student work, video, or interviews.
  • Invite team members to visit your classroom, as possible. Pre-service Noyce scholars on your team are committing to reserve time to observe your classroom each week and to help facilitate data collection and analysis.
  • Share initial results of your classroom research at one of two poster sessions, scheduled for Tuesday, December 10 (5 p.m.) and Wednesday, December 11 (5 p.m.) at CU-Boulder.

Novice and veteran teachers will be receive modest compensation at the rate of $1,200 per year for their participation in Noyce Teacher Teams and for completing surveys or interviews related to ongoing evaluation of this project.