Noyce Phase II Monitoring & Evaluation at St. Edward's University

圣爱德华大学(SEU)的这一第二阶段监测和评估项目旨在推动该地区科学和数学教师教育的系统性变革。通过审查SEU早期第一阶段教师学者项目的目标并将其结果和问题扩展到未来，该项目将：(1)阐明所采用的招聘战略的成功组成部分；(2)阐明SEU与奥斯汀社区学院在第一阶段最初工作中合作的结果；以及(3)确定在第一阶段举办的专业发展暑期学院的价值。调查还将为与当地STEM社区利益相关者建立关系提供洞察力，以利用研究作为启动奥斯汀地区未来教师领导力的一种手段。该项目还提供资金，将第一阶段入职培训计划再延长三年。通过这样做，SEU将支持最后一批学者，并提供额外的长期研究数据以供传播。在此期间，该项目将衡量：(1)项目对SEU第一阶段诺伊斯学者作为教师的表现的影响，(2)他们完成教学要求的情况，以及(3)他们继续从事教师职业的情况。首席调查员还将探讨如何在高科技行业合作伙伴和当地STEM教师培训企业之间形成和加强社区伙伴关系。通过研究早期职业科学和数学教师在较长时期内的专业发展增长，研究结果将揭示与教师留住和增长相关的重要因素。最终，这项研究将有助于填补当前与科学和数学教师从招聘到关键入职年份的连续发展相关的因素知识库中的关键空白。

This Phase II Monitoring and Evaluation project from St. Edward's University (SEU) intends to spark a systemic change in science and mathematics teacher education in the region. By examining the objectives of an earlier Phase I teacher scholars project at SEU and extending its findings and questions into the future, this project will: (1) illuminate the successful components of the recruitment strategies employed; (2) clarify results of SEU's partnership with Austin Community College in the original Phase I work; and (3) determine the value of the professional development summer institutes held in Phase I. The investigation will also provide insight into building relationships with local STEM community stakeholders to use research as a means to jump-start future teacher leadership in the Austin region.This project also provides funds to extend the Phase I induction program for three additional years. By doing this, SEU will support the final cohorts of scholars as well as provide additional long-term research data for dissemination. During this time the project will measure: (1) the impact of the project on SEU Phase I Noyce scholar performance as teachers, (2) their completion of the teaching requirement, and (3) their retention in the teaching profession. The principal investigators will also explore the formation and strengthening of community partnerships between the high-tech industry partners and the local STEM teacher preparation enterprise. By examining the professional development growth of early career science and mathematics teachers over an extended period, the findings will uncover important factors related to teacher retention and growth. Ultimately, this study will help fill crucial gaps in the current knowledge base of factors related to the continuum of science and mathematics teacher development from recruitment through the critical induction years.