Robert Noyce Scholarship Program for Science and Mathematics Teachers

该项目正在认证合格并有能力在达拉斯、阿灵顿和沃斯堡独立学区任教的新教师。这是德克萨斯大学阿灵顿分校(UTA)教育与科学学院和周围城市学区之间的合作努力。领导团队共同提供校园课程、在线课程和课堂教学体验计划，为三个学区的37名新数学和科学教师提供认证。该计划的目标是：1)从学士学位课程中招聘数学和科学教师候选人，从当地行业中招聘转行教师，2)为候选人提供高质量的双轨教师认证计划，3)通过该计划和他们的早期教学经验来引导、监督和指导教师候选人。该项目正在积极招聘代表性不足群体的教师候选人，以及那些有最大教学需求的科学和数学领域的教师候选人，特别是物理科学和更高水平的数学。第一年，本科生将每月两天与导师教师一起安排在合作学区，第二年，秋季每周两天，春季全职实习，这样才能让本科生进入教学岗位。在为期一年的课程中，职业改革者被安排在教室里：秋季每周两天，春季学期全职实习。所有考生都参与了基于标准的探究教学、基于问题的教学体验、行动研究、课程开发和反思实践，并通过网站发布、在线互动和专业风格的演示分享结果、课程和反思。

This project is certifying new teachers who are qualified and competent to teach in the Dallas, Arlington, and Fort Worth Independent School Districts. This is a collaborative effort among the University of Texas-Arlington's (UTA) Colleges of Education and Science and these surrounding urban school districts. Together, the leadership team is providing a program of campus courses, online courses, and classroom teaching experiences to certify 37 new mathematics and science teachers for the three school districts. The program objectives are to: 1) recruit mathematics and science teacher candidates from baccalaureate programs and career changers from local industry, 2) provide a quality two-track teacher certification program for the candidates, and 3) induct, monitor, and mentor the teacher candidates through the program and their early years of teaching. This project is actively recruiting teacher candidates of underrepresented groups, and those in science and mathematics areas where there is greatest teaching need, specifically the physical sciences and higher-level mathematics. Undergraduate candidates are introduced to teaching by placing them in partner school districts with Mentor Teachers two days a month in year one; and in year two, two days a week in fall, and in full time residency in spring. Career changers are placed in classrooms throughout their one-year programs: two days a week in the fall and in full time residency during the spring semester. All candidates are engaged in standards-based inquiry teaching, problem-based teaching experiences, action research, curriculum development, and reflective practice, and in the sharing of findings, curricula, and reflections via website postings, online interactions, and professional-style presentations.