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)之间的合作表明，在高需求学校招聘、准备和留住高素质、内容丰富的科学和数学教师(转行和本科生)的能力越来越强。这个第二阶段的诺伊斯项目延续了上一次诺伊斯基金开始的中学数学教师候选人的工作，并扩大了它的潜在影响，为新的诺伊斯获奖者增加了一个增强的导师计划。这一新的导师计划包括以前的诺伊斯获奖者，并将新的诺伊斯导师纳入诺伊斯导师网络。其次，该项目扩大了诺伊斯的申请者范围，增加了三个新的科学认证，并引入了一年制硕士学位。中级科学课程选项，面向生物、地球和空间科学、环境科学、化学和物理的中级科学教师候选人。该项目支持招聘和留住具有较强STEM背景的转行人员和希望在CPS高需求领域任教的STEM本科生。这些目标将通过根据学业成绩发放津贴来实现，同时关注教师队伍的多样化，并承诺为有高度需求的学校提供服务。在为期三年的时间里，UIC-CPS Noyce II项目向UIC STEM中学教师培训方案中承诺在芝加哥公立学校任教的学生提供40笔招聘津贴。新教师有机会在他们的入职阶段进行行动研究，因为他们致力于建立一种可辩护的和包容性的做法。

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.