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This rigorous program integrates academic theory and learning with practical application in a school setting through teaching residencies at schools in New York City and Yonkers. Through intensive mentoring, we instill residents with a deep understanding of scientific content and the importance of an inquiry-based approach to learning.
Residents who complete the program will be awarded a Master of Arts in Teaching (MAT) degree, with a Specialization in Earth Science for grades 7–12 from the Richard Gilder Graduate School at the American Museum of Natural History. As part of the program, graduates must commit to teaching at high-needs public schools for 3 years.
After graduation, the program offers alumni 2 years of induction support: formal, early-career professional development and support focused on classroom management and curriculum development.
School residencies occur between September and June at middle and high schools in New York City and Yonkers, NY. Residents spend their fall and spring semesters at different partner schools, attending 4 full days a week, working alongside teacher-mentors.
For 10 months, residents are paired with exemplary mentor-teachers selected by school principals and MAT staff. These mentored residencies provide critical clinical-teaching opportunities and the opportunity to work with and learn from experienced science educators.
The school residency includes rotations with teachers of English Language Learners and students with disabilities. Residents learn student-data-driven instruction methods and TESOL skills to scaffold science learning for ELL students. Residents study how to use data to improve instruction throughout their residencies at their host schools and in program-specific workshops. They also participate in professional development at residency schools, student and family programs, and all regular school activities required of teachers.
Bronx Early College Academy (BECA) is a comprehensive public school serving 496 students in grades 6–12. BECA strives to develop a community of principled citizens, students, families, and staff to support all students participating in the International Baccalaureate (IB) Diploma Programme. Through their experiences at BECA, students will be prepared to access superior college and career opportunities and be empowered to navigate our complex global society.
Hunter’s Point Community Middle School is a comprehensive 6–8 public school serving 226 students. HPCMS upholds 3 core values of scholarship, creativity, and community. Its mission is to provide a rigorous and innovative college preparatory education focused on math, science, and technology. HPCMS regularly celebrates the accomplishments of its diverse student body, which eventually culminate in a New York State Regents Diploma and up to 24 college credits.
Midwood High School supports 3,800 students in grades 9–12. Located near Brooklyn College, MHS houses 3 main programs focused on Humanities, Medical Science, and College Prep. More recently, the school has formed a committee to reorganize the Collegiate Program with specializations for students.
Roosevelt High School is located in Yonkers, NY. Its Early College Studies program prepares students for post-secondary academic work, helping them earn at least 24 college credits and getting them closer to an associate’s degree. The mission of Early College Studies is to provide students with the challenges, opportunities, resources, and environment to become lifelong learners and productive, responsible citizens in a changing global society.
The mission of South Bronx Preparatory is to facilitate learning so that all students can master the challenges of a rigorous curriculum that will guide them to college entrance and success. We are committed to establishing a strong school community of families, teachers, and staff in support of our core mission.
Our students will learn to think critically, communicate effectively, and be open to new experiences and ideas as they become lifelong learners. With a theory of action of acquiring knowledge, building support and creating organization, South Bronx Preparatory is dedicated to creating a community of learners.
The Urban Assembly Institute of Math and Science for Young Women in an all-girls, 6th-12th grade public school located in Downtown, Brooklyn. UAI’s vision is one that lies heavily on social justice, equity and access.
While the STEM field produces some of the highest paying jobs in the US, women, particularly Brown and Black Women, make up less than 20% of the STEM workforce. At UAI we are on a mission to change this.
Through a deeply personalized and caring community that provides our students with opportunities to explore their passions and safely take risks, UAI is supporting the newest generation of confident, civic-minded, smart and successful young women.
UAI fosters a nurturing, collaborative work environment that promotes students’ appreciation for intellectual diversity, preparation for the rigors of college and career, and active engagement in their larger communities.
Our students graduate from UAI with the skills, confidence and courage to smash through glass ceilings and dismantle racial and gender stereotypes along the way.
During their very first summer, residents begin teaching students enrolled in the Museum’s science programs. Under the mentorship of experienced educators, they aid in day-to-day teaching tasks, including co-designing lesson plans and co-facilitating daily teaching activities.
These science programs serve a diverse group of urban students and make extensive use of the Museum’s collection-rich exhibitions as “learning labs.” Residents and students get hands-on, minds-on experiences with scientific specimens, cultural artifacts, and state-of-the-art digital media, along with opportunities to interact with cutting-edge research conducted by Museum scientists.
Through their experience as teaching assistants, residents learn how informal education resources—distinct from the school experience—can support student learning and be adapted for a variety of learning modes. This experience also enables residents to link theory to practice from the very start of the program.
Doctoral-level Museum scientists and educators teach courses using an inquiry-based approach that demonstrates the relevance of science to students’ lives. Residents take 12 required courses (3 credits each) for a total of 36 credits at graduation. Course assignments will constitute the major components of a digital portfolio of practice, which will serve as the equivalent of a master’s thesis.
This theory and practice course is offered in collaboration with the Museum teaching residency in Summer 1. Course sessions and field expeditions are framed by the following question and related assignments: What are the intellectual, academic, and social roles that science and cultural institutions, zoos, parks, rivers, botanical gardens, observatories, and other outside-school environments play in the lives of teachers and schools?
Literacy is shaped by the discipline in which it is used, especially in science. Every member of any discipline reads and writes daily. In the scientific community, literacy has a content-area definition focused on pedagogy, and a policy definition based on scientific literacy for all Americans. This course is required for licensure and certification in NY State.
This course prepares residents for teaching Earth science in middle and secondary schools. They learn to analyze, critique, and select standards-based instructional materials, drawing from the New York State Core Curriculum, the National Science Education Standards, and contemporary research on how students learn science.
This teaching course prepares residents for life in the classroom. They study human developmental processes and variations, including the impact of culture, heritage, socioeconomic level, personal health and safety, and other factors that may impact a student’s readiness to learn.
This course is designed to enhance the research experiences of aspiring Earth science teachers. They develop an understanding of the nature of science, the use of science tools and technologies, and how science is practiced through research.
In this course, residents develop the ability to analyze the importance of the acquisition of knowledge within its historical, philosophical, cultural, and social contexts. They also learn to interpret the value of knowledge both within and outside of the traditional school setting.
The field of Earth science is interdisciplinary, dynamic, and collaborative. Understanding how scientific research is done—the habits of mind of scientists, including critical thinking skills and research methodologies—is key to developing scientific literacy. This course is designed to improve this aspect of residents’ scientific literacy by having them analyze scientific journal articles in depth, in order to learn about the process of scientific inquiry.
This course provides an overview of what we know about the Solar System: how it began and evolved, its components and their properties, and how these elements interact as a system. However, much of our knowledge remains incomplete, so unanswered questions and mysteries figure prominently in the story. To address our scientific understanding of the Solar System, this course explores how we know what we know and examines many hotly debated questions at the cutting edge of scientific research
In this course, residents explore the fundamentals of modern astrophysics and gain a deep foundation for teaching space science content in the NY State Earth Science Regents curriculum.
In this course, residents gain a broad understanding of the evolution of Earth, the organisms that make their home here, the processes that have shaped our planet, the intersections of Earth processes and resources with society, and the character of water supplies and the threats they face.
In this course, residents learn the components of weather; how the climate system works; what factors cause the climate to change; how climate has changed in the past, and how sensitive it is today; how scientists study climate change using models, observations, and theory; and the consequences of climate change for life in the future.
Residents round out their coursework with a 7-week practicum, where they gain firsthand knowledge of scientific practice under the supervision of Museum faculty. The practicum exposes them to key concepts, scientific questions, tools, and techniques. Through it, residents get to experience and then implement learning activities that align with state and national standards.
As part of the practicum, residents spend two weeks conducting field research around New York City. Residents also gain firsthand laboratory experience, working alongside Museum scientists and using various lab-based tools to collect and analyze Earth science data. Residents then use their research findings to develop a teaching resource.
Are you ready to take your first step towards being a science teacher? See admissions requirements!
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