University of Rochester Noyce Scholars Program - Phase II: Preparing Highly-Qualified Mathematics and Science Teachers for High-Need Schools

罗彻斯特大学诺伊斯学者计划-第二阶段：为高需求学校准备高素质的数学和科学教师建立并扩展了罗彻斯特大学（UR）的第一阶段诺伊斯奖学金，该奖学金为高需求学校准备了30名高素质的数学和科学教师。与第一阶段一样，该项目是来自华纳教育学院和艺术、科学与工程学院STEM部门以及罗切斯特市学区的教师合作的结果。罗切斯特市学区是纽约州贫困率最高、州考试成绩低、合格STEM教师短缺的城区。从2012年开始，第二阶段将在三年内培养27名中学STEM教师。奖学金/津贴的参与者将从大学主修STEM学科的本科生和最近的STEM毕业生中招募，以及29个地区高等教育机构的本科生和来自当地科技公司的转行者，他们都拥有STEM领域的学位。每个第二阶段的诺伊斯奖学金获得者将获得20,000美元的奖励，再加上华纳教育学院和其他来源的学费减免，将完全支付他们为期15个月的研究生教师准备项目的学费。该项目还包括对第一阶段和第二阶段的学者进行纵向评估，旨在衡量该计划的有效性，并有助于了解如何在高需求学校吸引、培养和留住有效的STEM教师，特别注意确定具有改革意识的STEM新手教师遇到的挑战以及可以支持他们应对这些挑战的策略。招聘将通过针对工程专业学生和毕业生的有针对性的举措，以及在地平线国家暑期项目和罗切斯特博物馆和科学中心（RMSC）为STEM本科生提供新的实习机会来扩大。通过利用Noyce教学硕士奖学金（mtf）为学生提供教学实习和项目导师，并为感兴趣的Noyce学者提供新的选择，以深化他们在城市教育和/或教育残疾学生方面的准备，将加强UR教师培训计划。毕业后的活动将扩大，包括诺伊斯mtf的网络和指导，在RMSC和Horizons National夏季项目等非正式环境中进行夏季教学的机会，以及参加诺伊斯mtf提供的专业发展。该项目将推进、应用和传播有关为高需求学校招聘、准备、导入和留住高素质STEM教师的创新战略的知识，包括参与非正式环境中的教学经验、替代指导形式以及支持使用基于标准的课程。该项目将增加高需求学校中有效的数学和科学教师的数量，这反过来将增加代表性不足群体学生的学习机会和成绩。通过第二阶段的传播机制，包括网站、学术出版物和会议论文，获得的有关吸引、准备和留住STEM教师的有效策略的知识，以及加强STEM教师准备计划的具体方法，将传播给寻求加强全国STEM教育劳动力的其他人。

The University of Rochester Noyce Scholars Program - Phase II: Preparing Highly-Qualified Mathematics and Science Teachers for High-Need Schools builds upon and expands the Phase I Noyce Scholarship grant of the University of Rochester (UR), which prepared thirty highly qualified mathematics and science teachers for high need schools. As in Phase I, the project is the result of a partnership of UR faculty from the Warner School of Education and STEM departments within the College of Arts, Sciences and Engineering, and the Rochester City School District--an urban district with the highest poverty in New York State, low state test scores, and a shortage of qualified STEM teachers. Phase II will prepare an additional twenty-seven secondary STEM teachers over a period of three years, starting in 2012. Scholarship/stipend participants will be recruited from UR undergraduates majoring in STEM disciplines and recent STEM graduates, as well as undergraduates in twenty-nine regional higher education institutions and career changers from local technology companies, all of whom have degrees in a STEM field. Each Phase II UR Noyce scholar will receive a $20,000 award which, combined with tuition waivers from the UR Warner School of Education and other sources, will fully cover tuition costs for their 15-month graduate teacher preparation program. The project also includes a longitudinal evaluation of both Phase I and II scholars, designed to measure the effectiveness of the program and contribute to understanding of what it takes to attract, prepare and retain effective STEM teachers in high needs schools, with special attention to identifying the challenges encountered by reform-minded novice STEM teachers and strategies that can support them in coping with these challenges. Recruitment will be expanded through targeted initiatives for engineering students and graduates, as well as new internship opportunities for STEM undergraduates in the Horizons National summer program and the Rochester Museum and Science Center (RMSC). The UR teacher preparation program will be strengthened by utilizing Noyce Master Teaching Fellows (MTFs) for student teaching placements and as program mentors, as well as by offering new options for interested Noyce scholars to deepen their preparation in urban education and/or teaching students with disabilities. Post-graduation activities will be expanded to include networking and mentoring by Noyce MTFs, opportunities for summer teaching in informal settings such as RMSC and Horizons National summer programs, and attending professional development offered by Noyce MTFs. The project will advance, apply and disseminate knowledge about innovative strategies for the recruitment, preparation, induction and retention of highly-qualified STEM teachers for high needs schools--including engaging in teaching experiences in informal settings, alternative mentoring formats, and support in using standards-based curricula. The project will increase the number of effective mathematics and science teachers in high-need schools, which in turn will increase learning opportunities and achievement for students from underrepresented groups. Through Phase II dissemination mechanisms, including a website, scholarly publications, and conference papers, the knowledge gained about effective strategies to attract, prepare and retain STEM teachers, as well as concrete ways to strengthen STEM teacher preparation programs will be broadcast to others seeking to strengthen the STEM education workforce nationwide.