Robert Noyce Scholarship Program for Science and Mathematics Teachers

德克萨斯大学阿灵顿分校(UTA)及其独立学区(ISD)和社区学院合作伙伴为54名准备成为认证科学或数学教师的个人提供奖学金支持。合作伙伴包括达拉斯、阿灵顿、沃斯堡、赫斯特-欧莱斯·贝德福德ISDS和塔兰特县学院(TCC)。该项目正在招聘已经拥有STEM学士学位的转行人员，以及攻读STEM学位课程三年级和四年级的本科生。该项目提供校园课程、在线辅导和课堂教学经验计划，以认证四个学区的新科学和数学教师。该计划的目标包括：1)从学士学位课程、社区学院和当地行业的职业改革者中招聘数学和科学教师候选人；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工作对候选人进行入职、监督和指导。该项目专注于中学生命科学、地球科学和中级(4-8年级)科学和数学教师的发展，这是对早期对数学和物理科学教师的关注的补充。UT Arlington通过新资助的U-Teach复制拨款，为这项工作带来了一个全面的STEM教师候选人招聘计划。该项目采用了UTA NCATE认可的认证计划的最佳实践。该项目专门针对学士学位课程中的少数族裔学生，以及职业转换库。此外，为了实现与解决对特别合格的教师的迫切需求有关的目标，这些教师能够为主要处于不利地位的城市中学生提供出色的科学和数学学习经验，合作伙伴关系是：-扩大该计划的现有网站，为候选人提供获取资源的途径，并帮助他们成为学习者社区的成员，特别是在他们的入职期间；-组建和支持由UTA教育和科学教师领导的队列小组，并将候选人与指导教师联系起来，指导实地经验和上岗，并提供持续的教学支持；-将本科生介绍到合作学区，从一开始到整个项目都有导师教师的广泛实地经验；-让候选人参与基于标准的探究教学、基于问题的教学经验、行动研究、课程开发和反思实践，并通过网站张贴、在线互动和专业风格的演示分享结果、课程和反思；-为学士毕业生提供两年的奖学金，为转业候选人提供一年的津贴，以完成他们的教师认证计划；-实施评估计划，评估该项目在招聘、准备和留住教师候选人方面的有效性，并促进跟踪奖学金/津贴获得者在城市学区履行教学义务时的情况；以及-通过研究、学术出版物和在专业会议上的演讲来传播该项目的结果和最佳做法。

The University of Texas at Arlington (UTA) and its independent school district (ISD) and community college partners is providing scholarship support to fifty-four individuals preparing to become certified science or mathematics teachers. Partners include Dallas, Arlington, Fort Worth, and Hurst-Euless Bedford ISDs, and Tarrant County College (TCC). The project is recruiting both career changers who already hold STEM baccalaureate degrees, as well as undergraduate students in their junior and senior years of STEM degree programs. The project provides a program of campus courses, online mentoring, and classroom teaching experiences to certify the new science and mathematics teachers for the four school districts. Program objectives include: 1) recruitment of mathematics and science teacher candidates from baccalaureate programs, community colleges, and career changers from local industry, 2) providing a quality two-track teacher certification program for candidates, and 3) induction, monitoring, and mentoring of candidates through the program and their early years of teaching. This project focuses on the development of secondary life science, earth science, and middle-level (grades 4-8) science and mathematics teachers, which complements an earlier focus on teachers of mathematics and the physical sciences.UT Arlington brings to this work a comprehensive STEM teacher candidate recruiting program already in place through support of the newly funded U-Teach replication grant. The project employs best practices of the UTA NCATE-accredited certification program. The project specifically targets minority students in baccalaureate programs, as well as career changer pools. In addition, in order to achieve its goals related to addressing the urgent need for exceptionally qualified teachers who can provide outstanding science and mathematics learning experiences for the largely disadvantaged, urban secondary school students, the partnership is: --Expanding its existing website for the program to provide candidates with access to resources and help them become members of a community of learners, particularly during their induction period; --Forming and supporting cohort groups led by UTA Education and Science faculty and link candidates with Mentor Teachers to guide field experiences and induction, and provide continued teaching support; --Introducing undergraduate candidates to teaching by placing them in partner school districts with Mentor Teachers for extensive field experiences from the beginning and throughout their programs; --Engaging candidates 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;--Providing two years of scholarships for baccalaureate students and a one-year stipend for career change candidates to complete their teacher certification program; --Implementing an evaluation plan that assesses the project's effectiveness in recruiting, preparing, and retaining teacher candidates, and that facilitates tracking of scholarship/stipend recipients as they fulfill their teaching obligation in the urban school districts; and --Disseminating findings and best practices of this project through research, and scholarly publications and presentations at professional conferences.