Temple Noyce Teacher (TNT) Scholars Program, Phase 1

该奖项是根据2009年《美国复苏与再投资法案》(Public Law 111-5)资助的。坦普尔诺伊斯教师学者(TNT)第一阶段项目是坦普尔大学(TU)科学技术学院和教育学院的合作项目，建立在TU与宾夕法尼亚州教育部和三个高需求的城市学区-切斯特-阿普兰、哈里斯堡和费城-的现有合作伙伴关系的基础上。利用两个示范数学和科学教师培训计划，TNT正在为80名职业生涯截然不同的新教师和有抱负的教师-本科数学和科学专业以及职业生涯中期和退休的STEM专业人员-提供协调的财务支持、指导和共享学习社区。第一个项目是TUteach，包括同时攻读中学(7-12年级)数学或科学教师证书的本科数学和理科专业的学生，这是一个加速的4年制课程。诺伊斯奖学金获得者在获奖的5年中共有40名，他们将获得财政支持，参加TNT为期1年，有义务在高需求地区任教至少2年。第二个是E=mc2，是一个为期一年的课程，为职业生涯中期和提前退休的STEM专业人员提供准备，以便在中等年级(4-8年级)教授数学或科学。E=mc2领取Noyce津贴的参与者(总共40人)有义务在高需求的伙伴学区之一任教3年。这两个项目的特点都是将城市课堂上的课程工作和实地教学经验紧密结合起来，并由经验丰富的教师进行指导。对于TU Teacher的参与者来说，接触城市教室并在其中练习从大一开始。该方案正在通过面对面和在线支持培养实践社区；社区包括大师教师，他们促进基于学校的会议，并对每位新教师进行正式观察和会议。反过来，他们又得到了TU教师导师和E=mc2导师的支持。智力上的功绩。TNT正在培训80名高质量的宾夕法尼亚州认证的初中和中学数学和科学教师，通过创新的、探究驱动的方法在城市学校的背景下教授严谨的数学和科学内容。在为新教师的培训和支持带来这些新方法的同时，TNT还提高了人们对高度贫困、少数族裔和表现不佳的学校需要高素质数学和科学教师的普遍认识。项目评估有助于扩大关于有效招聘、培养和留住城市学校数学和科学教师的可复制模式的知识库。更广泛的影响。坦普尔大学拥有多元化的教师和学生群体，是该地区最大的教师培训机构之一，并在开发创新方法方面享有盛誉。更广泛的影响有望对教师的数量和质量产生重大影响，特别是那些来自代表人数不足的群体的教师，他们接受了针对高需求学校的高需求学科的培训。

This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5).The Temple Noyce Teacher Scholars (TNT) Phase 1 project, a collaboration of Temple University's (TU) College of Science and Technology and College of Education, is building on existing TU partnerships with the Pennsylvania Department of Education and three high-need, urban school districts - Chester-Upland, Harrisburg, and Philadelphia. Utilizing two model math and science teacher preparation programs, TNT is providing coordinated financial support, mentoring, and a shared learning community to 80 new and aspiring teachers at opposite ends of their careers - undergraduate math and science majors and mid-career and retired STEM professionals. The first program, TUteach, includes undergraduate math and science majors who are simultaneously pursuing secondary (7-12 grade) math or science teacher certification in an accelerated 4-year program. Noyce scholars, a total of 40 over the 5 years of the award, receive financial support to participate in TNT for 1 year, obligating them to teach in a high-need district for at least 2 years. The second, E=mc2, is a 1-year program that prepares mid-career and early retiree STEM professionals for teaching math or science in the middle grades (4-8). E=mc2 participants who receive Noyce stipends (a total of 40) are obligated to teach in one of the high-need, partner districts for 3 years. Both programs feature closely integrated course work and field-based teaching experiences in urban classrooms, and mentoring by experienced teachers. For TUteach participants, exposure to and practice in urban classrooms begins in the freshman year. The program is fostering communities of practice with face-to-face and on-line supports; the communities incorporate master teachers who facilitate school-based meetings and conduct formal observations of, and conferences with each new teacher. They in turn are supported by TUteach faculty mentors and E=mc2 mentor teachers. Intellectual Merit. The TNT is preparing 80 high-quality, Pennsylvania-certified, middle-grades and secondary math and science teachers to teach rigorous math and science content through innovative, inquiry-driven approaches in urban school contexts. As it brings these new approaches to the training and support of new teachers, TNT is also heightening general awareness of the need for high-quality math and science teachers in high-poverty, high-minority, low-performing schools. Project evaluation is contributing to the larger knowledge base about replicable models for effective recruitment, development and retention of math and science teachers for urban schools. Broader Impacts. Temple University, with its diverse faculty and student body, is one of the largest preparers of teachers in its region, and has an established reputation for developing innovative approaches. The broader impacts promise to be significant with respect to both the number and quality of teachers, particularly those from under-represented groups, who are trained in high-need subjects for high-need schools.