NebraskaNOYCE: NSF Mathematics Teaching and Master Teaching Fellows Program

内布拉斯加州NOYCE是一个由内布拉斯加州大学林肯分校(UNL)、奥马哈公立学校、林肯公立学校、格兰德岛公立学校、内布拉斯加州教育服务单位协调委员会、内布拉斯加州大学基金会和内布拉斯加州P-16计划参与的合作项目，旨在增加内布拉斯加州高需求学校的高素质数学教师数量。计划目标是：1)创建高质量的一年(14个月)课程，获得数学教师(MAMT)硕士学位和数学教师证书；2)招募并大力支持16名STEM专业人员，这些专业人员注册为MAMT学位计划的NSF教学研究员(TF)，并继续为他们提供指导和工资补贴，同时他们履行在内布拉斯加州诺伊斯合作学校学区高中任教的四年教学承诺；3)招募24名NSF高级教学研究员(MTF)，他们承诺在高度需要的学校任教五年，并在他们成为高级教师后，为他们提供专业发展、研究生水平的课程和工资补贴，能够对所在学校和地区的数学教与学做出重大贡献；4)在满足教学要求的同时，为TF和MTF提供指导和持续专业发展，创建数学和教育教师如何与地区数学领导人合作，追求改善高需求学校数学教与学的共同使命的模式；以及5)通过寻求大学、私人和公司资金来支持数学教师教育和大学与当地学区的合作伙伴关系，使内布拉斯加州NOYCE实现可持续发展。创新的一年制硕士/认证课程为想要考虑成为数学教师的STEM专业人员提供了一个有吸引力的选择。招聘了16名准备教授数学的教学研究员，这意味着联合国后勤基地新培养的数学教师人数增加了35%。该计划将每一支工作队安排在MTF的教室里进行实地体验。这种紧密结合的合作为教师提供了在不同课堂上密集、持续的现场经验，旨在将理论和方法与课堂实践联系起来，由MTF直接指导。合作学区为内布拉斯加州31%的公立学校学生、43.4%来自贫困线以下家庭的内布拉斯加州学生、78%的非裔美国学生和46%的西语裔学生提供服务。该项目建立在强大的全州合作伙伴关系和两个NSF MSP的基础上--中学数学研究所伙伴关系(M2)和内布拉斯加州数学研究所。

NebraskaNOYCE is a collaboration involving the University of Nebraska-Lincoln (UNL), Omaha Public Schools, Lincoln Public Schools, Grand Island Public Schools, Nebraska's Educational Service Units Coordinating Council, the University of Nebraska Foundation, and the Nebraska P-16 Initiative seeking to increase the number of high quality mathematics teachers in Nebraska's high need schools. Program objectives are to: 1) create a high quality one year (14-month) program leading to a Master of Arts for Mathematics Teachers (MAMT) degree and certification to teach mathematics; 2) recruit and significantly support 16 STEM professionals who enroll as NSF Teaching Fellows (TFs) in the MAMT degree program and continue to support them with mentoring and salary supplements while they fulfill a four-year teaching commitment to teach in a NebraskaNOYCE partner school district high need school; 3) recruit 24 NSF Master Teaching Fellows (MTFs) who commit to teach for five years in a high need school and support them with professional development, graduate level coursework and salary supplements as they become Master Teachers, able to significantly contribute to mathematics teaching and learning in their school and district; 4) provide mentoring and continuing professional development for TFs and MTFs while they fulfill their teaching requirement, creating a model for how mathematics and education faculty work in partnership with district mathematics leaders in pursuit of the common mission to improve mathematics teaching and learning in high need schools; and 5) bring NebraskaNOYCE to sustainability through the pursuit of university, private, and corporate funds that support mathematics teacher education and the university-local school district partnership. The innovative one-year masters/certification program offers an attractive option for STEM professionals who want to consider becoming a mathematics teacher. The recruitment of 16 Teaching Fellows preparing to teach mathematics, represents a 35% increase in the number of new mathematics teachers produced at UNL. The program places each TF in the classroom of a MTF for field experience. This tightly knit collaboration offers the TFs intensive, sustained field experience in diverse classrooms designed to connect theory and methods to classroom practice under the direct guidance of a MTF. The partner districts serve 31% of Nebraska's public school students, but 43.4% of Nebraska students from families below the poverty line, 78% of the state's African-American students, and 46% of the Hispanic students in the state. The project builds on a robust statewide partnership and two NSF MSPs - the Math in the Middle Institute Partnership (M2) and NebraskaMATH.