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

圣爱德华大学（SEU）的第二阶段监测和评估项目旨在引发该地区科学和数学教师教育的系统性变革。 通过研究早期的第一阶段教师学者项目的目标在东南大学和扩展其调查结果和问题到未来，这个项目将：（1）阐明成功的组成部分，招聘战略的使用;（2）澄清的结果，东南大学的伙伴关系与奥斯汀社区学院在最初的第一阶段工作;以及（3）确定第一阶段举办的专业发展暑期学院的价值。该调查还将提供与当地STEM社区利益相关者建立关系的见解，以利用研究作为启动奥斯汀地区未来教师领导力的手段。该项目还提供资金，将第一阶段的入门课程延长三年。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供传播。 在此期间，该项目将衡量：（1）该项目对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，以及（3）他们在教师职业中的保留。主要研究人员还将探索高科技产业合作伙伴和当地STEM教师准备企业之间的社区伙伴关系的形成和加强。 通过研究早期职业科学和数学教师的专业发展增长在一个较长的时期，研究结果将揭示与教师保留和增长的重要因素。 最终，这项研究将有助于填补关键的空白，在目前的知识基础的因素相关的连续的科学和数学教师的发展，从招聘到关键的诱导年。

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.