The California State University, Northridge Noyce Scholarship Phase II Program

加州州立大学北岭分校（CSUN）诺伊斯奖学金二期项目将以第一阶段项目的经验教训为基础。CSUN将与洛杉矶联合学区（LAUSD）和其他地区学区（Glendale， Pasadena和Antelope Valley）密切合作，将项目毕业生安排到初中和高中的数学和科学教室。总体目标是提高数学和科学专业进入和继续从事教学工作的质量和数量，并跟踪CSUN第一阶段项目的毕业生。通过增加高素质的初中和高中数学和科学教师的数量（目标新增27名教师），该项目将有助于缓解大洛杉矶地区这些学科严重的教师短缺问题，并通过特别鼓励来自未被充分代表的少数群体的学生参与寻求奖学金支持来增加教师队伍的多样性。第二阶段的Noyce学者还将受益于与“向上发展”项目和“洛杉矶研究生项目”（PGLA）中贫困中学生在夏季充实项目中建立的关系。该计划将产生乘数效应，因为这些教师将影响他们课堂上的后代学生。新项目将为数学和科学专业的大一和大二学生提供支持，让他们参加暑期实地体验，目的是通过早期临床/实地体验，让这些STEM专业的学生在教学生涯中感兴趣。另外一项新措施是在教师最初的教学阶段为他们提供支持。该项目旨在提供专业发展机会和专业学习社区，使新教师能够相互联系，并与经验丰富的教师领导团队保持联系。通过noyce支持的职前和在职活动扩大新教师的渠道，新数学和科学教师将有助于建立一个强大的教师/学习者社区。该计划的具体组成部分包括：(1)加州数学或科学单科证书的学术课程；(2)大一、大二学生及参与学者暑期及学年实习/临床（或实地）经验；(3)月度会议和区域/国家会议；(4)第一年的教学指导。第一阶段项目的各个方面都将得到加强，包括外联、招聘、研究和评估工作。pi打算解决的具体研究问题包括：1)学生的教学（临床）经验（包括学校和硕士教师安置）在最初的教学年如何影响职前教师？2)对于入职前的数学专业（CSUN的大一/大三/中学教学选择），是否有可以修改的要求，以更好地满足这些学生的长期需求，为什么？(例如，额外的实地经验会使他们受益吗？如何?哪些方面最有用？为什么?);3)如何将CCSSM和NGSS整合到职前数理内容课程中？4)哪些专业发展活动能最好地培训职前教师和在职教师来教授数学和科学实践的新标准？最后，对毕业生的长期跟踪将是该计划的重要组成部分，涉及形成性和总结性评估，确定教学承诺是否得到履行，并评估项目目标的实现情况。

The California State University, Northridge (CSUN) Noyce Scholarship Phase II project will build on lessons learned from its Phase I project. CSUN will work closely with Local Districts of the Los Angeles Unified School District (LAUSD) and other area Districts (Glendale, Pasadena, and Antelope Valley), to place program graduates into middle and secondary school mathematics and science classrooms. The overall goal is to increase the quality and quantity of mathematics and science majors entering and remaining in teaching careers, and to track graduates of the CSUN Phase I project. By increasing the number of highly qualified middle and high school math and science teachers (27 new teachers are targeted), the program will help ease acute teacher shortages in these disciplines in the greater Los Angeles area, and increase the diversity of the teacher workforce by especially encouraging the participation of students from underrepresented minority groups in seeking scholarship support. The Phase II Noyce scholars will also benefit from relationships established by working with underprivileged secondary students in Upward Bound and Project GRAD Los Angeles (PGLA) in summer enrichment programs. The program will have a multiplier effect, as those teachers will influence future generations of students in their classrooms.New to the program will be support offered to freshmen and sophomore math and science majors to participate in summer field experiences, with a goal of interesting these STEM majors in teaching careers through early clinical/field experiences. Also new is support for teachers during their initial teaching years. The project aims to provide professional development opportunities and professional learning communities that keep new teachers connected to one another and to experienced group of teacher leaders. By expanding the conduit for new teachers through Noyce-supported pre-service and in-service activities, new math and science teachers will help to build a robust community of teacher/learners. Specific components of the program include: (1) academic coursework for the California single subject credential in math or science; (2) summer and academic year practicum/clinical (or field) experiences for freshmen, sophomores and participating scholars; (3) monthly meetings and regional/national meetings; and (4) mentoring during the first year of teaching. All aspects of the Phase I project will be enhanced, including outreach, recruitment, research, and evaluation efforts. Specific research questions the PIs intend to tackle include: 1) How does student teaching (clinical) experience (including school and master teacher placement) impact a preservice teacher during the initial teaching years?; 2) Are there requirements for pre-service math majors (in CSUN's Freshman Year/Junior Year/Secondary Teaching Options) that can be modified to better serve the needs of these students over the long-term and why? (e.g., Would additional field experiences benefit them? How? Which aspects are most useful? Why?); 3) How can CCSSM and NGSS be integrated into pre-service mathematics and science content courses?; and 4) Which professional development activities best train pre- and in-service teachers to teach the new standards of mathematical and science practice? Finally, long-term tracking of graduates will be an important component of the program with respect to formative and summative evaluation, determining if teaching commitments are being fulfilled, and assessing the achievement of project objectives.