Robert Noyce Urban Mathematics Educator Program (UMEP)

罗伯特·诺伊斯城市数学教育者计划（UMEP）正在增加在城市学区任教并致力于留在城市学校环境中的高质量中学数学教师的数量。该项目将向40名UMEP学生（每年10名）颁发助学金，这些学生拥有数学，科学或相关领域的学士，硕士或博士学位，并致力于在亚特兰大公立学校或DeKalb县学校系统教学。 UMEP学生被录取到教师教育环境数学和科学（TEEMS）计划在格鲁吉亚州立大学。TEEMS是一个硕士学位替代认证计划，始于1994年，作为7至12年级数学和科学教师教育的非传统方法。 UMEP计划包括招募具有数学背景的人才的战略，这些人才致力于在城市高需求学校教授中学数学。UMEP学生参加大都会亚特兰大开始教师入门和支持联盟，一个入门计划，提供个人，团体和网络之间的联系开始教师和导师。指导是通过教学的前三年从进入程序提供，包括在专业学习社区的UMEP学生，UMEP领导团队，教师导师和TEEMS教师组成的参与。评估计划的重点是UMEP计划在招聘，准备和保留高质量的数学教师的有效性。 该项目包括一个纵向研究部分，以调查替代认证计划如何为城市学校环境准备高质量的教师。

The Robert Noyce Urban Mathematics Educator Program (UMEP) is increasing the number of high-quality secondary mathematics teachers who teach in urban school districts and are committed to remaining in urban school environments. The project is awarding stipends to 40 UMEP students (10 per year) who hold a baccalaureate, masters or doctoral degree in mathematics, science, or a related field and commit to teaching in the Atlanta Public Schools or the DeKalb County School System. The UMEP students are matriculated into the Teacher Education Environment Mathematics and Science (TEEMS) Program at Georgia State University. TEEMS is a Master's Degree alternative certification program that began in 1994 as a nontraditional approach to mathematics and science teacher education for grades 7 through 12. The UMEP program includes strategies to recruit talented individuals with mathematics backgrounds who demonstrate a commitment to teach secondary mathematics in urban high need schools. UMEP students participate in the Metro-Atlanta Beginning Teacher Induction and Support Consortium, an induction program that provides personal, group, and web contact between beginning teachers and mentors. Mentoring is provided from entry into the program through the first three years of teaching and includes participation in Professional Learning Communities consisting of UMEP students, the UMEP Leadership Team, teacher mentors, and TEEMS faculty. The evaluation plans focus on the effectiveness of the UMEP program in recruiting, preparing, and retaining high quality mathematics teachers. The project includes a longitudinal research component to investigate how the alternative certification program prepares high quality teachers for urban school environments.