An Alternative Program for Recruiting, Certifying and Retaining Science and Mathematics Teachers from Underrepresented Populations in Teaching Science and Mathematics (RECRUIT)

RECRUIT是一个实验性的替代科学和数学教师认证计划，旨在增加来自该行业代表性不足的人口的中学科学和数学教师的数量，同时提高他们的准备质量。RECRUIT强调两个中心主题：科学和数学教师培养的质量和创新。具体而言，该方案：（1）为从教师队伍中人数不足的人群中招聘和培养合格的中学科学和数学教师创造了一个场所。这些人口包括最近和先进的科学，技术，工程和数学（STEM）的毕业生，和职业中期的科学家，数学家和行业人员考虑转向大学前的教学，2）制定一个示范性的科学和数学教师准备计划，这是符合建议和目标提出了最近的国家改革文件中的教师准备。为了实现这一目标，该计划的特点是：a）教育教师，STEM教师和学校工作人员之间的广泛长期合作，以培养具有改革思想的反思型教师; B）由未来教师，资深导师教师以及教育和STEM教师组成的支持社区，旨在提供从教师准备到教学的无缝过渡;（c）延长入职、支持和专业发展期，超出最初的课程和培训，旨在发展参与者的教学内容知识，提高他们在专业中的留存率;以及d）在参与者在合作地区教学一段时间后，在内容和教学法方面进行高级课程，目的是帮助参与者解决高级教学成果，如高阶和批判性思维技能，探究，科学和数学的性质，以及3）通过密集的研究成分为我们的知识库做出贡献：a）发展科学和数学教师的认知、学科知识、教学知识和教学内容知识; B）创建和维持社区，以支持和促进教师的专业成长;以及c）通过调查经常阻碍这种理想合作的学科和专业承诺以及障碍，为教育教师、STEM教师和学校工作人员之间的合作开发有效模式。

RECRUIT is an experimental alternative science and mathematics teacher certification program that aims to increase the number of secondary science and mathematics teachers from underrepresented populations in the profession and simultaneously enhance the quality of their preparation. RECRUIT emphasizes two central themes: quality and innovation in science and mathematics teacher preparation. Specifically, the program: 1) creates a venue to recruit and prepare qualified secondary science and mathematics teachers from populations that are underrepresented in the teaching profession. These populations comprise recent andadvanced science, technology, engineering, and mathematics (STEM) graduates, and mid-career scientists, mathematicians, and industry personnel contemplating a shift into pre-college teaching, 2) develops an exemplary science and mathematics teacher preparation program that is consistent with recommendations and goals put forth in recent national reform documents in teacher preparation. Toward achieving this end, the program features: a) extensive long-term collaboration between education faculty, STEM faculty, and school personnel toward the preparation of reform-minded reflective teachers; b) a support community comprising prospective teachers, veteran mentor teachers, and education and STEM faculty, that aims to provide a seamless transition from teacher preparation into teaching; c) an extended induction, support, and professional development period that extends beyond initial coursework and training, that aims to develop participants' pedagogical content knowledge and increase their retention rate in the profession; and d) advanced coursework in both content and pedagogy pursued after participants have spent time teaching in collaborating districts, with the aim of helping participants address advanced instructional outcomes, such as higher order and critical thinking skills, inquiry, and nature of science and mathematics, and 3) contributes through an intensive research component to our knowledge base on: a) developing science and mathematics teachers' cognition, and subject matter, pedagogical, and pedagogical content knowledge; b) creating and sustaining communities to support and facilitate the professional growth of teachers; and c) developing effective models for collaboration between education faculty, STEM faculty, and school personnel through investigating the disciplinary and professional commitments and barriers that often impede such desirable collaboration.