Integrative Middle School STEM Teacher Preparation: A Collaborative Capacity Building Project at Duke University

在高需求的学区，长期以来一直缺乏合格和高素质的中学数学和科学教师。这种短缺迫使许多学校（在高少数族裔和高贫困社区的学校数量多得不成比例）降低招聘标准以填补教师空缺，从而导致大量不合格的数学和科学教师，以及学生在STEM学科上的成绩下降。通过这项罗伯特·诺伊斯教师奖学金能力建设资助，杜克大学教育项目将扩大其与达勒姆公立学校和杜克大学STEM部门的长期合作伙伴关系，设计和制度化一个创新的中年级（6-8年级）教学艺术硕士（MAT） STEM教师准备项目，以招募、准备和留住多样化的STEM毕业生和专业人士，成为高素质的中学数学和科学教师。高需求学区的语言和认知差异学生。该项目将利用先前Noyce奖学金项目的研究成果和在国家需求评估期间收集的数据，通过设计和制度化一个综合MAT教师执照计划，包括在一所高需求中学的教学实习，为Noyce奖学金资助的第一阶段建立基础设施。研究人员将采用逆向设计方法，创建一套严格的项目成果，与STEM教师培养的州标准保持一致。尽管合格或高素质的中学数学和科学教师持续短缺，但令人惊讶的是，关于在非常成功的STEM毕业生中招聘中学数学和科学教师的实证研究有限。该项目将为第一阶段拨款提案奠定基础，该提案将进一步研究STEM毕业生和专业人员的招聘、准备和支持，使他们成为高需求学区高效的中学数学和科学教师。关键文件，如概念框架、课程学习、临床经验计划、教学大纲和学位要求，将由外部评估人员审查，以确定如何以及以何种方式实现学位课程目标。将创建一个高需求标准，以确定杜克大学初中MAT项目设计在多大程度上满足高需求中学STEM教育的需求。

There is a long-standing shortage of qualified and highly-qualified middle grades math and science teachers in high-need school districts. This shortage forces many schools, a disproportionately large number in high-minority and high-poverty communities, to lower hiring standards to fill teaching vacancies, in turn leading to high levels of underqualified mathematics and science teachers and lower student achievement in STEM subjects. Through this Robert Noyce Teacher Scholarship Capacity Building grant, Duke University's Program in Education will expand its long-standing partnership with Durham Public Schools and Duke STEM departments to design and institutionalize an innovative, middle grades (6-8) Master of Arts in Teaching (MAT) STEM teacher preparation program to recruit, prepare, and retain diverse STEM graduates and professionals to be highly qualified middle school math and science teachers of culturally, linguistically, and cognitively diverse students in high-need school districts. This project will use research findings from a previous Noyce Scholarship project and data gathered during a national needs assessment to establish the infrastructure for a Phase I Noyce Scholarship grant by designing and institutionalizing an integrative MAT teacher licensure program that includes a teaching internship in a high-need middle school. Investigators will use a backwards-design approach to create a rigorous set of program outcomes aligned with state standards for STEM teacher preparation. Despite the enduring shortage of qualified or highly-qualified middle school math and science teachers, there is surprisingly limited empirical research on middle school math and science teacher recruitment among highly-successful STEM graduates. This project will lay the groundwork for a Phase I grant proposal that will further research in the recruitment, preparation, and support of diverse groups of STEM graduates and professionals to become highly-effective middle school math and science teachers in high-need school districts. Key documents, such as the Conceptual Framework, Course of Study, Clinical Experiences Plan, Syllabi, and Degree Requirements, will be reviewed by an external evaluator to determine how and to what degree program objectives are being met. A High-Needs Rubric will be created to determine the extent to which the Duke Middle Grades MAT program design meets the needs of STEM education in high-need middle schools.