UIC-CPS Noyce II Program

伊利诺伊大学芝加哥分校（UIC）和芝加哥公立学校（CPS）之间的合作伙伴关系表明，在高需求学校招聘，准备和留住合格的，内容丰富的科学和数学教师（职业转换者和本科生）的能力不断提高。 这个第二阶段诺伊斯项目继续在以前的诺伊斯补助金与中学数学教师候选人开始的工作，并扩大其潜在的影响，增加了一个增强的导师计划，为新的诺伊斯收件人。这个新的导师计划涉及以前的诺伊斯获奖者，并引导新的诺伊斯导师网络。其次，该项目通过增加三个新的科学认证和引入为期一年的中学科学硕士课程选项来扩展诺伊斯申请人库，该课程可供生物学，地球和空间科学，环境科学，化学和物理学的中学科学教师候选人使用。该项目支持招聘和保留具有强大STEM背景的职业转换者和希望在CPS高需求领域任教的STEM本科生。这些目标将通过根据学术成绩发放津贴来实现，同时注意教师队伍的多样化，并致力于为高需求的学校提供服务。 在为期三年的时间里，UIC-CPS Noyce II项目将为参加UIC STEM中学教师预备课程的学生提供40份招聘津贴，这些学生将致力于在芝加哥公立学校任教。 新教师有机会在他们的入门阶段进行行动研究，因为他们的工作，以建立一个防御性和包容性的做法。

The partnership between the University of Illinois at Chicago (UIC) and the Chicago Public Schools (CPS) has demonstrated an increasing ability to recruit, prepare and retain well qualified, content-rich science and mathematics teachers (career changers and undergraduates) in high-need schools. This Phase II Noyce project continues work begun in the previous Noyce grant with secondary mathematics teacher candidates and expands its potential impact with the addition of an enhanced mentor program for new Noyce recipients. This new mentor program involves previous Noyce awardees and inducts new ones into a Noyce mentoring network. Second, the project extends the Noyce applicant pool by adding three new science certifications and introducing a one-year M.Ed. program option for secondary science, which is available for secondary science teacher candidates in biology, earth and space science, environmental science, chemistry and physics. The project supports the recruitment and retention of career-changers with strong STEM backgrounds and STEM undergraduates who want to teach in high-need areas in CPS. These goals will be attained by awarding stipends based on academic merit, with attention to diversifying the teacher workforce and a commitment to serving high-need schools. Over a three-year period the UIC-CPS Noyce II project is offering 40 recruitment stipends to students in UIC STEM secondary teacher preparation programs who commit to teaching in Chicago Public Schools. New teachers have the opportunity to conduct action research during their induction phase as they work to construct a defensible and inclusive practice.