Mobilizing STEM Talent for STEM Teaching in the Nashville Public Schools

“为STEM教学动员STEM人才”解决了日益增长的国家需求，即为具有STEM领域学位和强大的具体内容教学准备的新STEM初中和高中教师招聘、准备和提供有效的入职支持。该项目是一项合作努力，将为纳什维尔公立学校的高优先级学校吸引、培养和支持一组核心STEM教师。该项目还旨在为STEM教师在可预见的未来开发一个经过测试的模型和可持续的管道。范德比尔特大学（Vanderbilt University）和菲斯克大学（Fisk University）将在两种不同的人群中招聘未来的教师，一种是主修STEM领域的高年级本科生，另一种是正在完成高级学位、从事研究或实验室工作的STEM专业人士。共有25名学生将获得为期两年的职前培训，以获得执照，并在第一年的教学中获得一年的支持。两组学生（一组13人，另一组12人）将获得为期两年的综合课程和实地经验计划的财政支持，从而获得二级STEM执照，以及第三年的入职支持。在第一年，当学生完成他们的学位时，他们将在纳什维尔大都市的公立中学或高中与一名教师进行为期一年的实习合作，并参加一个研讨会，以开发城市环境下教学的STEM内容知识。在二年级，学生将完成为期12个月的实习课程，以获得城市学校的执照，如果他们还没有在STEM内容领域获得高级学位，则将获得医学博士学位。今年，考生将加入一个教学团队，从导师的课堂之外的教职员工那里学习更多有效的教学。在三年级，学生将在入职第一年过渡到全职教师，并参与在线和面对面的专业学习社区。学生将参加城市研讨会，在职教师将每周接受教学指导，以帮助他们根据城市学生的需要调整教学。形成性和总结性评估的结果将为STEM教师培训社区提供有关在城市学校培训学生成为STEM教师的最佳实践的信息。学生的教学知识、技能和态度将通过前后调查和评估来衡量，课堂数据将通过观察和访谈来收集。

Mobilizing STEM Talent for STEM Teaching in the Nashville Public Schools"Mobilizing STEM Talent for STEM Teaching" addresses the growing national need to recruit, prepare, and provide effective induction support for new STEM middle and high school teachers with degrees in STEM fields and strong content-specific pedagogical preparation. This project is a collaborative effort that will attract, prepare and support a core group of STEM teachers for high-priority schools in the Metro Nashville Public Schools. The project is also intended to develop a tested model and sustainable pipeline for STEM teachers for the foreseeable future. Recruitment of future teachers will occur in two different populations at Vanderbilt University and Fisk University, upper-level undergraduate students majoring in STEM fields and STEM professionals who are completing advanced degrees and working on research or in labs. A total of 25 students will be supported for a two year pre-service program leading to licensure and one year of support during their first year teaching.Two cohorts of students (one cohort of 13 and one of 12) will receive financial support for the duration of a two-year program of integrated coursework and field experiences resulting in secondary STEM licensure, and a third year of induction support. In Year 1, as students complete their degrees in progress, they will participate in a full-year, practicum partnership with one teacher in a metropolitan Nashville public middle or high school, and in a seminar to develop STEM content knowledge for teaching in urban contexts. In Year 2, students will complete a twelve-month residency pathway to licensure in urban schools and a MEd if they are not already earning an advanced degree in a STEM content area. In this year, candidates will join an instructional team to learn more about effective teaching from faculty members beyond the mentor teacher's classroom. In Year 3, students will transition to full-time teachers and participate in professional learning communities, both online and face-to-face, during their initial induction year. Students will attend urban seminars and in-service teachers will receive weekly instructional coaching to help them tailor their teaching to the needs of urban students. The results of formative and summative assessment will provide information for the STEM teacher preparation community on best practices in training students to be STEM teachers in urban schools. Students' pedagogical knowledge, skills, and attitudes will be measured by pre/post surveys and assessments and classroom data will be collected by observations and interviews.