Temple Noyce Teacher (TNT) Scholars Program, Phase 1

该奖项是根据2009年美国复苏和再投资法案资助的（公法111-5）。坦普尔诺伊斯教师学者（TNT）第一阶段项目，坦普尔大学（TU）科学技术学院和教育学院的合作，是建立在现有的TU与宾夕法尼亚州教育部和三个高需求，城市学区-切斯特高地，哈里斯堡和费城。利用两个模型数学和科学教师准备计划，TNT正在提供协调的财政支持，指导和共享的学习社区，以80个新的和有抱负的教师在他们的职业生涯的两端-本科数学和科学专业和职业生涯中期和退休的STEM专业人员。第一个程序，TUteach，包括本科数学和科学专业谁是同时追求中学（7-12年级）数学或科学教师认证在加速4年计划。诺伊斯学者，在该奖项的5年中共有40人，获得财政支持参加TNT 1年，使他们有义务在高需求地区任教至少2年。第二个项目E= mc 2是一个为期1年的项目，旨在为职业生涯中期和早期退休的STEM专业人员做好在中年级（4-8年级）教授数学或科学的准备。获得诺伊斯津贴的E= mc 2参与者（共40人）有义务在一个高需求的合作区任教3年。这两个项目的特点是紧密结合的课程工作和城市课堂的实地教学经验，以及经验丰富的教师的指导。对于TUteach的参与者，接触和实践在城市教室开始在大一。该方案正在通过面对面和在线支持培养实践社区;这些社区吸收了促进校本会议并对每一位新教师进行正式观察和会议的教师。反过来，他们又得到了TUteach教师导师和E= mc 2导师教师的支持。智力优势。TNT正在准备80名高质量的，宾夕法尼亚州认证的，中年级和中学数学和科学教师，通过创新，探究驱动的方法在城市学校环境中教授严格的数学和科学内容。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、少数民族人口众多、表现不佳的学校需要高质量数学和科学教师的普遍认识。项目评价有助于扩大关于城市学校有效招聘、发展和留住数学和科学教师的可复制模式的知识库。更广泛的影响。天普大学拥有多元化的教师和学生群体，是该地区最大的教师队伍之一，并在开发创新方法方面享有盛誉。更广泛的影响将对教师的数量和质量产生重大影响，特别是那些来自代表性不足群体的教师，他们在高需求学校的高需求科目方面接受了培训。

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.