Domains

Domains

The NYSMTP develops knowledge across Three Domains:


Knowledge of STEM Content

Two male teachers connect wire on table to form electric current.

Master Teachers have been exposed to and grappled with ideas that are central to their Science, Technology/Computer Science, Engineering or Mathematics (STEM) discipline at advanced levels, beyond the level at which they teach. Like any STEM professionals, however, they view their knowledge as incomplete.

The Master Teacher Program offers professional learning focused on advanced levels of STEM content allowing Master Teachers to enrich their own content learning and to build connections across disciplines.

In the words of our Master Teachers:

Although I still teach the NYS curriculum, I feel that this program has improved the way that I teach it and added depth and richness to my content.

Being a part of this program has very much opened my eyes as to how I can implement more science into my own (mathematics) curriculum - how to work in collaboration with the science department to create a more interesting and fulfilling experience for my students.

My teaching practice has been so significantly impacted by my MTP participation.  I have deepened my own understanding of my content areas , which translates to better information being delivered to my students.

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Knowledge of Pedagogy

Two female teachers write on paper together at a table. Master Teachers have a deep understanding of professional knowledge for teaching and strive to incorporate successful practices in their work. They continually evaluate, refine, and adapt their practice to better meet the needs of their students.  

In the words of our Master Teachers:

As a result of attending the professional development...I find myself listening more intently to my students and their conversations. This has allowed me to focus on students’ misconceptions of content and then more directly work to change that understanding.

My connection with the NYS Master Teacher Program has allowed me many opportunities to share and learn from best practices...In the parts of my practice where I felt my pedagogy was weaker, I have been able to learn and grow those areas.

My students are growing each year with the new things I have learned and new activities I have tried. Students often comment on how easy math seems to be when I am teaching. I credit that to the multiple approached I have learned and different ways of engaging the reluctant learner.

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Knowledge of Students’ Families and Communities

African american female elementary school student writes on paper.Master Teachers possess a deep knowledge of their students’ neighborhoods, cultures, and values, and this knowledge informs their curricular and pedagogical choices. Master Teachers see a student’s family and community as resources in their efforts to inspire them to study Sciences, Technology/Computer Science, Engineering or Mathematics.

Master Teachers have collaborated across districts and regions and with members of their communities to address challenges such as local and global environmental issues and increasing opportunities for underrepresented populations in STEM fields.

In the words of our Master Teachers:

Girls in STEM Day was a wonderfully empowering event for middle school age girls. It was beautiful to see so many different girls come together and share their love of learning and STEM.... it was a great day of learning and empowerment for these young women who will one day change the world!

After speaking with other members of the MTP in my geographic area, we designed a cross-curricular project on the impact that high voltage power lines could have in our area. Students were able to research and have their voices heard when the time came for the towns to vote on their plan. It was a wonderful way to create an authentic learning experience.

Attending the Exploring Data Literacy Using PCB Data workshop led me to incorporate several labs around PCB data from Hudson River fish into my Living Environment class. The students were very engaged with this material, as it connects directly with their lives. Our school is within sight of the Hudson, and many students swim and fish there. I am going to revise my ecology unit to center more around the Hudson River, and use it as a centerpiece for the concepts of food webs, biodiversity, invasive species, human impact on the environment, and biomagnification.

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Master Teacher Program