Robert Noyce Teacher Scholarship Program for University of South Florida Science Majors

南佛罗里达大学(USF)将在罗伯特·诺伊斯教师奖学金计划的支持下，通过USF教育、艺术和科学学院与希尔斯伯勒县公立学校的合作，实施一种模式，鼓励理科专业的学生进入有吸引力、可行和有回报的中学教学职业道路。36名生物、化学、地球科学和物理专业的学生将获得奖学金，完成为期5年的加速学习计划，获得理科学士学位和教学文科硕士(MAT)学位，并获得中级理科认证。该项目还将支持20名暑期实习生(理科专业一年级和二年级)。在科学教育学院的指导下，这些实习生将就如何发展专业学习社区进行研究，并聘请教师并让他们采用下一代科学标准中描述的做法。学生准备将强调使用改革的、以证据为基础的实践来教授科学；对科学的本质有深刻的理解；让其他人参与并帮助他人从事良好的实践；采取特殊战略来接触不同文化和语言的学习者(即英语学习者、西班牙裔和非裔美国学生以及社会经济地位较低的学生)；并在所有USF Noyce学者之间建立关系，从而通过专业学习社区获得长期的同行支持。此外，该项目将利用具有意向支持网络基础设施的队列模式，旨在鼓励在候选人从学生过渡到教师的入职年期间进行指导、合作和成功。最终，该项目将为高需求学校提供模范科学教师，他们深刻理解如何根据学生、地区和社区的社会文化特征和需求实施以研究为基础的实践。调查人员将研究专业学习社区的发展及其实施情况，以及实习生学习参与下一代科学标准中描述的科学实践的方式。这项工作的发现有望对更广泛的STEM教师培训领域有所裨益。此外，评估还将衡量项目的有效性、学者的资格和有效性以及他们的保留率。

The University of South Florida (USF), with support from the Robert Noyce Teacher Scholarship program, will implement a model for encouraging science majors to enter an attractive, viable and rewarding career pathway to teaching at the secondary level through collaboration among the USF Colleges of Education and Arts and Sciences, and the Hillsborough County Public Schools. Thirty-six biology, chemistry, geosciences and physics majors will receive scholarships to complete a 5-year Accelerated Study Program leading to a bachelor's degree in the Sciences and a Master of Arts in Teaching (MAT) degree with certification in secondary science. The project will also support 20 summer interns (freshman and sophomore science majors). Under the guidance of science education faculty, these interns will conduct research on how to develop professional learning communities, and to engage teachers and have them adopt the practices described in the Next Generation Science Standards. Student preparation will emphasize teaching science using reform, evidence-based practices; acquiring a deep understanding of the nature of science; engaging and helping others engage in good practices; special strategies to reach culturally and linguistically diverse learners (i.e., English language learners, Hispanic and African-American students, and students of low socio-economic status); and building relationships among all USF Noyce scholars that lead to long-term peer support through professional learning communities. Furthermore, the project will utilize a cohort model with an intentional support network infrastructure designed to encourage mentorship, collaborations and success as candidates make the transition from students to teachers through the induction years. Ultimately, the project will supply high-need schools with exemplary science teachers who deeply understand how to implement research-based practices in response to student, district, and community sociocultural characteristics and needs. The investigators will conduct research on the development of professional learning communities and their implementation, as well as the ways in which the interns learn to engage in the science practices described in the Next Generation Science Standards. Findings from this work are expected to be of benefit to the broader STEM teacher preparation field. In addition, the evaluation will measure the effectiveness of the program, the qualification and effectiveness of the scholars and their retention rate.