Recruitment, Preparation, and Retention of Mathematics and Science Teachers: Noyce Scholars II Program at the College of William and Mary

招聘，准备和保留数学和科学教师项目是威廉和玛丽学院（WM）的第二阶段罗伯特诺伊斯教师奖学金项目。 它支持27个本科生和研究生专业的生物学，化学，地球科学，数学或物理学获得教学证书，以及获得教育硕士学位的机会。该计划模式提供了早期的经验和结构化的指导职业生涯的教学。 它包括课外机会和大一到大三的教育课程，以招募学生教学，STEM实习的教学和研究诺伊斯学者，以及课程诺伊斯学者补充W M的教师教育计划。 三种不同的途径进入教学专业的支持：一个传统的四年制学士学位课程，一个综合的“第五年”学士学位和硕士学位。教育计划，以及全日制，12个月的硕士学位。教育计划。这个Noyce第二阶段项目正在为许多与WM类似的学院和大学测试一个模型，这些学院和大学面临着进入教师行业的STEM学生人数少和远离高需求学校的双重挑战。许多机构面临的两个问题是：（1）激发和培养本科早期STEM学生对教学职业的兴趣，以及（2）设计有效的策略，为学生在高需求学校任教做好准备。 在这个项目中，在高需求学校的沉浸式体验发展熟悉，并为大一到初中的本科生提供反思和更深入理解的机会。 诺伊斯学者的一个学分课程结合了神经科学和认知心理学的研究成果，在STEM教学中提供基于证据的实际应用，并培养诺伊斯学者评估新教学方法的能力。 诺伊斯学者的实习课程提供了在高需求环境中的经验，以培养诺伊斯学者在高需求学校任教的能力和信心。 威廉和玛丽学院与威廉斯堡-詹姆斯市县公立学校合作，共同完善和扩大在第一阶段开发的成功计划，在几个重要的方面：（a）深化STEM部门，教育学院和&社区参与的W M办公室之间的合作参与，教育和引导学生进入实践，实践社区服务（B）制定一项新计划，招聘和指导多样化的合格学生在高需求学校从事教学职业;（c）继续加强既定的教师教育计划，提供STEM教育和科学方面的特殊课程;（d）扩大WM学生在以下方面的经验&：（e）继续为STEM教学和研究提供暑期实习机会;（f）提供学生津贴，以支付学杂费;（g）继续为高需求学校的教学提供后续指导和支持;（h）为在高需求学校任教的诺伊斯学者在头两年增加财政支持;和（i）实施全面的评估和纵向研究，包括43个第一阶段诺伊斯学者，为该计划和出版物提供严格的证据基础。

The Recruitment, Preparation, and Retention of Mathematics and Science Teachers project is a Phase II Robert Noyce Teacher Scholarship project at the College of William and Mary (W&M). It supports twenty-seven undergraduate and graduate majors in biology, chemistry, earth science, mathematics, or physics in obtaining a teaching credential, as well as the opportunity to earn a Master's of Arts in Education degree. The program model provides early experiences and structured mentoring about careers in teaching. It includes out-of-class opportunities and freshman-to-junior-year education course offerings to recruit students to teaching, STEM internships in teaching and research for Noyce Scholars, and courses for Noyce Scholars that supplement W&M's teacher education program. Three different pathways into the profession of teaching are supported: a customary four-year baccalaureate program, an integrated "fifth-year" baccalaureate and M.A. Education Program, and a full-time, 12-month M.A. Education Program. This Noyce Phase II project is testing a model for the many colleges and universities similar to W&M that face the dual challenges of low numbers of STEM students entering the teaching profession and being physically distant from high-need schools. Two issues for many institutions are: (1) sparking and developing an interest in a career in teaching in STEM students in the early undergraduate years, and (2) designing effective strategies for preparing students to teach in high-need schools. In this project, immersive experiences in high need schools develops familiarity and provides opportunity for reflection and deeper understanding for undergraduates at the freshman to junior level. A one-credit course for Noyce Scholars incorporates research findings from neuroscience and cognitive psychology to provide evidence-based, practical applications in STEM teaching and develops the ability of Noyce Scholars to evaluate new approaches to teaching. A practicum course for Noyce Scholars provides experiences in high-need settings to develop competencies and confidence of Noyce Scholars to teach in high need schools. The College of William and Mary in partnership with the Williamsburg-James City County Public Schools works together to refine and expand the successful program developed during Phase I in several significant ways: (a) deepening collaborative engagement among STEM departments, the School of Education, and the W&M Office of Community Engagement, which educates and inducts students into practical, hands-on community service (b) developing a new program for recruiting and mentoring diverse, qualified students for a teaching career in high-need schools; (c) continuing to enhance the established teacher education program with special course offerings in STEM education and in science; (d) expanding experiences for W&M students in high-need schools and settings; (e) continuing to offer summer internships for STEM teaching and research; (f) providing student stipends to cover tuition and fees; (g) continuing to provide follow-up mentoring and support for teaching in high-need schools; (h) adding financial support for Noyce Scholars employed in high-need schools during their first two years of teaching; and (i) implementing a comprehensive evaluation and longitudinal study, inclusive of forty-three Phase I Noyce Scholars, to provide a rigorous evidence base for the program and publication.