Phase II Virginia Commonwealth University Noyce Initiative

弗吉尼亚联邦大学(VCU)将为22名学生提供奖学金，其中包括12名STEM专业的学生，每人获得两年的资助，10名教学硕士学生，每人获得一年的支持。该计划还为12名担任诺伊斯教学导师的科学和数学硕士教师提供津贴。利用第一阶段成功的VCU Noyce计划的现有基础设施，第二阶段还为J.Sargeant Reynolds社区学院(JSARCC)的师前教育学生提供实习资金，以努力鼓励更多的学生进入STEM教师队伍。该方案还提供为期两年的入职支持，提供专业的学习社区和规划活动，以提高教学和领导技能，并协助新教师的专业发展。在服务的头两个关键年中提供的支持可能会增加目标地区高需求地区的教师保留率：里士满都会统计区的高需求学校(MSA)。该项目正在提供有关使用响应文化的教学法的必要信息，并利用文化能力框架收集和定性分析教学效果。创建响应文化需求的课堂生态框架既可以作为指导高需求地区的职前和在职数学和科学教师的规划工具，也可以用作开展高需求环境下教学研究的分析工具。

Virginia Commonwealth University (VCU) is providing scholarships for 22 students, including 12 STEM majors, each receiving two years of support and 10 Masters of Teaching students, each receiving one year of support. The program also provides stipends for 12 master science and math teachers who serve as Noyce Teaching mentors. Using the existing infrastructure of the successful Phase I VCU Noyce Initiative, this Phase II also is providing funds for internships for Pre-Teacher education students from J. Sargeant Reynolds Community College (JSARCC) in an effort to encourage additional students to enter the STEM teacher pipeline. The program is also providing two years of induction support which provides a professional learning community and programming activities to enhance instructional and leadership skills and assist in the professional development of the new teachers. The support during the first two critical years of service is likely to result in increased teacher retention in high-need districts within the target area: high-need schools in the Richmond Metropolitan Statistical Area (MSA). The project is providing needed information on the use of culturally-responsive pedagogy and collecting and qualitatively analyzing the efficacy of instruction using a cultural competency framework. The creation of a culturally responsive classroom ecology framework can be used both as a planning tool for instructing pre-service and in-service math and science teachers in high-need districts and used as an analytical tool for conducting research on teaching in high-need settings.