Retaining the Math & Science Teachers We Need: High Quality STEM Teachers in High Schools

加州大学圣克鲁斯分校的诺伊斯教师奖学金第二阶段项目正在研究高需求学校的数学和科学教师留任和流失情况，以便更好地为改善公立学校STEM教师的供应和质量提供策略。第一阶段项目的结果表明，仅靠学术和教学培训不足以确保在服务不足的学校留住教师。具体地说，最初的数据表明，工作条件，特别是招聘和班级分配做法，可能正在迫使诺伊斯学者教师离开他们的学校，甚至是这个职业。该项目详细说明了学校中制定的政策和做法，以及导致高需求学校留住高素质教师的教师。该研究项目使用嵌套案例设计，从第一阶段项目开始，跟踪在三个不同地区工作的32名诺伊斯学者教师，直到他们接下来的三年教学。在其工作地点范围内，正在跟踪和审查教师的职业决定和发展轨迹。正在获得关于吸引高素质教师的组织背景以及导致在最初几年教学后留住教师的战略和做法的洞察力。个别教师的承诺、职业发展轨迹和决策，与学校和地区的人力资源政策和做法，以及与学校一级的工作条件之间的相互作用正在被具体化。这项研究正在向当地和国家诺伊斯学者社区提供关于确保稳定的教师队伍的信息。结果正在与师范教育的学生分享，以更好地指导他们的求职和机会选择过程。案例研究结果正在汇总在一本教师和人力资源人员的专业手册中，该手册介绍了确保教师留住的教师就业选择、安置和工作条件的成功导航战略。

The Noyce Teacher Scholarship Phase II project at University of California-Santa Cruz is researching math and science teacher retention and attrition in high needs schools so as to better inform strategies to improve the supply and quality of STEM teachers in public schools. Results from the Phase I project demonstrated the insufficiency of academic and pedagogical training alone to ensure teacher retention in underserved schools. Specifically, the initial data suggested that working conditions, and especially hiring and class assignment practices, might be driving Noyce Scholar Teachers out of their schools and even the profession. This project is specifying the enacted policies and practices in the schools and of the teachers that result in the retention of highly qualified teachers in high-needs schools.The research project is using a nested case design to follow the thirty-two Noyce Scholar Teachers working in three unique districts, from the Phase I project, through the next three years of their teaching. Teachers' career decisions and trajectories are being tracked and examined within the context of their sites of employment. Insight is being obtained on the organizational contexts that attract high-qualified teachers and the strategies and practices that lead to retention beyond the first few years of teaching. The interplay between individual teacher commitment, career trajectory and decision making, with school and district human resource policy and practices, and with school-level working conditions, is being characterized.This research is informing the local and national Noyce Scholar community about ensuring a stable teacher workforce. The results are being shared with teacher education students to better guide their job search and opportunity selection process. The case study findings are being summarized in a professional handbook for teachers and human resource personnel on strategies that lead to successful navigation of teacher employment selection, placement, and working conditions that ensures teacher retention.