Robert Noyce Scholarships Phase II: Preparing Teachers for a New Era

第二阶段的项目建立在第一阶段的成功基础上，第一阶段招募和培养了四批新的科学和数学教师，为他们提供导师和超过1,150小时的城乡实地学习多样化教学经验，并举办了专门的讲习班和研讨会，旨在培养他们在高需求学校和地区有效教授科学和数学所需的知识和技能。指导由密歇根州立大学（MSU）在城市/农村教师教育方面具有专业知识的教师、城市/农村学区的硕士教师和密歇根州立大学第一阶段的Noyce学者提供。该项目旨在：(a)增加来自代表性不足背景的教师候选人的数量，从尚未进入教育轨道的数学和科学学生中，以及从高需求科学领域（即物理和地球科学）的学生中，以及(b)在教师准备阶段和教学第一年提供更大的支持网络。第二阶段项目通过以下四个目标扩展了密歇根州立大学（MSU）诺伊斯计划：(1)招募并留住三批致力于在高需求学校和地区教学的密歇根州立大学诺伊斯学者；(2)支持密歇根州立大学诺伊斯学者发展他们所需要的知识、技能和性格，并坚持在高需求学校和地区的教学实习；(3)与密歇根州立大学现有的教师教育诱导项目合作并利用其强大的项目，为密歇根州立大学诺伊斯学者提供机构和同伴支持；(4)确定密歇根州立大学诺伊斯学者项目在招聘、留住和支持新教师获得高需求职位方面的有效性，并调查该项目对第一项奖励下支持的学生的影响，包括他们的教师表现、他们完成教学要求的情况以及他们在教学专业的留任情况。该项目提供诺伊斯奖学金，以招募和培养17名STEM专业的学生，在底特律和芝加哥公立学校等城市学区任教。

This Phase II project builds on the successes of the previous Phase I award which recruited and prepared four cohorts of new science and mathematics teachers, providing them with mentors and over 1,150 hours of field-based urban and rural experiences in learning to teach for diversity, and with special workshops and seminars geared towards developing the knowledge and skills they need to teach science and math effectively in high needs schools and districts. Mentoring is provided by Michigan State University (MSU) faculty with expertise in urban/rural teacher education, Master teachers in urban/rural school districts, and MSU Phase I Noyce Scholars. The project seeks to: (a) increase the number of teacher candidates from underrepresented backgrounds, from among those mathematics and science students not already in the education track, and from students in high-need science areas (i.e., physical and geosciences), and (b) provide a greater network of support across the teacher preparation years and the first years of teaching. The Phase II project expands the Michigan State University (MSU) Noyce Program through the following four objectives: (1) To recruit and retain three cohorts of MSU Noyce Scholars who are committed to teaching in high needs schools and districts; (2) To support MSU Noyce Scholars in developing the knowledge, skills and dispositions they need to excel and persist in teaching placements in high needs schools and districts; (3) To collaborate with and leverage powerful programs in place at MSU in teacher education induction programs in order to provide MSU Noyce Scholars with institutional and peer support; and (4) To determine the effectiveness of the MSU Noyce Scholars program in recruiting, retaining and supporting new teachers in attaining high needs placements, and to investigate the impact of the project on students supported under the first award in terms of their performance as teachers, their completion of the teaching requirement, and their retention in the teaching profession. The project is providing Noyce Scholarships to recruit and prepare 17 STEM majors to teach in urban school districts including Detroit and Chicago Public Schools.