WNY Noyce Scholars Partnership: A NSF Noyce Phase II Scholarship and Stipend Project

纽约州立大学布法罗州立学院(BSC)的STEM和教育系正与纽约西部99个校区合作，组成5个合作教育服务委员会(BOCES)、BSC城乡教育卓越中心、其他纽约州立大学学院和急需的LEA，以建立自2003年以来已支持42名新STEM教师的成功的Noyce第一阶段项目。该第二阶段项目通过招聘和培养新的STEM教师候选人，以及资助他们参加现有的常规和替代认证计划，显著增加了至少35名获得数学、物理科学和物理教学资格认证和良好资质的K-12学前班教师。第二阶段活动的重点是继续提供支持，并对招收STEM专业的非传统候选人参加BSC教师培训计划的努力进行扩展分析和描述，包括常规和替代认证计划。该项目正在使用改革后的课堂观察方案，将课堂观察与学校学生状态评估分数相关联，至少在第二阶段教学的前两年，S和S学者。项目活动继续包括支持由奖学金候选人和其他人参加的STEM专业社区活动，支持诺伊斯学者参加州和国家STEM专业教师组织和上岗经验，以及就STEM专业转行教师专业所特有的问题进行研究和出版。该项目正在继续记录和重复关于转行STEM教学专业的STEM专业候选人所关注的问题和专业准备方法的研究和模式。这些后一种研究和模式可以转移到其他专门从事教师培训的学院和大学、寻求满足STEM教师预计和当前人员短缺的高需求LEA，以及候选人和潜在候选人本身，并一直在广泛提供信息。

STEM and education faculty of SUNY-Buffalo State College (BSC) are working together with 99 Western New York school districts grouped into 5 Boards of Cooperative Educational Services (BOCES), the BSC Center for Excellence in Urban and Rural Education, other SUNY colleges and high-need LEAs to build on a successful Noyce Phase I project that has supported 42 new STEM teachers since 2003. This Phase II project is significantly increasing the number of preK-12 teachers by at least another 35 individuals who are certified and well-qualified to teach mathematics, physical science and physics, by recruiting and fostering new STEM teacher candidates, and by financing their attendance for up to 2 years in existing regular and alternative certification programs. The Phase II activities are centered upon the continued support and extended analysis and characterization of efforts recruiting nontraditional candidates from STEM disciplines to teacher preparation programs at BSC, including regular and alternative certification programs. The project is using the Reformed Teaching Observation Protocol for classroom observations to be correlated with school student State assessment scores for at least the first 2 years of teaching of Phase II S&S scholars. Project activities continue to include the support of professional STEM community events attended by scholarship candidates and others, supporting the participation of Noyce scholars in state and national professional STEM teacher organizations and induction experiences, and research and publication upon those issues particular to the STEM professional switching into the teaching profession. The project is continuing to document and iterate studies and models of the concerns and methods of professional preparation for STEM professional candidates who switch into the STEM teaching profession. These latter studies and models are transferrable to and have been broadly informing other colleges and universities specializing in teacher preparation, high-need LEAs seeking to meet projected and current staffing shortages for STEM teachers, and candidates and potential candidates themselves.