The logistics of finding a time that works for both 科学研究员 and Classroom 老师很有挑战性. 为了促进这一进程，北亚当斯公立学校 staff collect all the possible two-hour blocks each of the Classroom 老师 participants 有可用的. 他们创建一个谷歌电子表格，然后与学院共享 联络人.
Once the available times for the Classroom 老师s have been identified, the liaisons 然后将这些时间与科学研究员的可用时间进行比较. 经过仔细 consideration regarding optimal teaching teams, trying to place new students with returning students, and being conscious of scheduling conflicts, the liaisons place 科学研究员进入教室. 努力安置科学研究员 与他们过去合作过的伙伴和老师一起.
During the hiring process it is made clear to 科学研究员 that placement is not 由于调度的复杂性，这是可以保证的. 如果联络员无法定位 a Science Fellow in a given 学期, the student is encouraged to reapply the following 学期. Ideally all Classroom 老师s work with two 科学研究员 but we have had instances where we are only able to place one Science Fellow with a Classroom 老师. 我们尽量避免这种情况.
All 科学研究员 must be complete a criminal records checks (CORI) before being 允许在学校工作. 公立学校有一个志愿者协调员 处理这个过程. 建筑秘书也被授权接受CORI 文书工作. The College 联络人 work directly with the school system's’ volunteer coordinator to ensure that the 科学研究员 come with the correct identification and complete the CORI 文书工作 before their first session in the classroom.
这两所大学每两周给学生发一次工资. 学生负责登录 the hours they spend teaching, preparing, and developing their lessons each week. 学生平均每周学习2-5个小时. 学生记录的时数会被审核 并经相应学院工作人员批准. 学生也会得到补偿 for any professional development, orientation, or programmatic events they attend.
交通是该项目的重要组成部分. 威廉姆斯学院的学生 transported by hired drivers, student drivers, the T2L College Liaison, public transportation, 私人车辆. 有大量的协调，以确保学生 让他们每周在特定的时间去他们需要去的地方. MCLA的不同之处在于 “通勤”学生，所以很多学生都有自己的车. 另外，一个 of the elementary schools is within easy walking distance of MCLA, simplifying transportation 管理.
Time for the undergraduate 科学研究员 and Classroom 老师s to collaborate, debrief their teaching experience, and plan for the next lesson are critical to building 课堂上有效的伙伴关系. 下面的文档有助于提供结构 在这个合作的时间里. 课堂教师应完成并提交 给北亚当斯区工作人员的课程反馈表格. 这些都很关键 in supporting a robust curriculum revision process (see 第五部分 Curriculum below) 一开始 of each 学期 (fall and spring), we include a two hour planning session for 科学研究员 and Classroom 老师s to plan out at least the first 他们教不了什么课.
Materials 管理 is an enormous part of this project, without the utmost care 注意材料这个项目将无法正常运行. 一开始 of this program 威廉姆斯 College took the lead on this aspect of the program, during year two North Adams now deals with all the materials and material 管理 as part of their long term plan to develop a science materials 管理 system to better 支持该地区的科学教学.
Each unit that is taught has an accompanying materials bin which needs to be stocked 并且是在本单元开始之前创建的. 一般每位任课老师都会收到 他/她自己的垃圾箱在学期中工作. 一些较大的项目(如. 显微镜, large lights, fans) are shared across classrooms within a school building.
North Adams has hired a materials manager whose role is to order and purchase materials, 每学期清空、储存和管理材料. 租用材料 manager was a great help to the rest of the project staff who previously managed materials. It is important to note that having one person who focuses solely on materials is 这个项目成功的原因之一.
In addition to receiving a $3600 stipend ($10/hour for a 40 hour week for 9 weeks), William College is able to provide low cost room and board for the 科学研究员 在暑假期间，两所学院的学生都可以参加. 这大大 facilitates the ability of students from beyond the local areas to participate in 暑期科学研究员项目.
Classroom 老师s received a stipend of about $900 during year one for an estimated 工作30小时. 在第二年，我们决定雇佣更少的老师，支付2500美元 工作大约80个小时. 我们相信更集中的教师投入将导致 better integration of Common Core science literacy standards into the units, as well as more polished units by the end of the summer that require less final editing and 在准备出版之前，由T2L项目工作人员进行润色.
科学研究员的日常工作在威廉姆斯学院进行. T2L有专门的 space for the summer with adequate access to technology, copiers, video equipment, 等. 科学研究员 are also free to find their own space on campus to work for parts of their days, but they know that the North Adams Public Schools Science Coordinator, who oversees the summer curriculum development work, will always be available in 如果他们有问题，就去中央工作区.
As noted above, having this on-site adult supervision, a program component we added in year two, greatly increased the quality and quantity of work produced. 每一天 begins and ends with a full group meeting in which 科学研究员 review what was accomplished that day, set goals for the next day, and use each other and the North Adams Science Coordinator as resources to share ideas and receive formative feedback 关于他们的工作.
In year one, we required the 科学研究员 and their Classroom 老师 advisors 在他们为期9周的工作期间会见5-6次. 然而，在第二年，我们要去 to require twice weekly meetings of two hours (four hours per week) to develop closer 课堂教师之间的合作和更高的投入.
The 科学研究员 also have the to opportunity to teach during the summer. 威廉姆斯 College has a summer science lab for 5th graders, and the 科学研究员 spend one week teaching in that camp under the guidance of the high school science teachers 以及管理它的大学教员.
They also have the opportunity to test out the lessons they are devising in the North 亚当斯公立学校为一至五年级学生举办的暑期科学营. 科学研究员 have found this program component particularly helpful, and they may or may not have had any experience teaching science to elementary students of various ages prior to 成为暑期科学研究员开发课程.