Colorado College Noyce Scholarship Program

在国家科学基金会罗伯特·诺伊斯教师奖学金计划的资助下，科罗拉多学院诺伊斯奖学金计划正在招募诺伊斯STEM科学和数学教学学者。该项目将在5年内资助29个奖学金：其中9个是从第9学期教师准备计划(Noyce Scholars)毕业，20个是从5年级教学硕士计划(Noyce Mat Scholars)毕业。在这个项目中，科罗拉多学院与科罗拉多斯普林斯第11学区和哈里森第二学区合作。该项目的目标是培养高素质、具有文化意识的科学和数学教师。为了实现这一目标，该项目正在创建一个由Noyce STEM本科生实习生组成的社区，他们在教授不同的学习者时培养自我效能感，并将教授科学或数学作为职业。为了进一步支持这一目标，课程中融入了与文化相关的教育学实践，以使受训教师为他们将要工作的高需求学校做好准备。该项目还包括一个新设计的教师入职计划，以及一个综合的指导计划，以帮助教师在高需求学校的环境中茁壮成长。PI小组确定了招聘、准备和留住高素质教师的四个障碍，并制定了解决这些障碍的战略。第一个障碍是STEM教育者接触到不同文化的教学经验。为了解决这一障碍，PI团队正在为20名STEM一年级和二年级学生提供暑期实习，重点是与文化相关的教育学(CRP)以及研究方法和分析。解决缺乏适当的能力培养准备问题的战略是将能力培养原则纳入教师教育课程。为了克服人员配备和留住高需求学校合格STEM教师的障碍，该项目将奖学金的财政激励与严格的临床经验结合起来，将多元文化教育的教育理论与教学实践和长期教师专业发展联系起来。为了克服在高需求学校留住蒸蒸日上的STEM教师的障碍，该项目正在开发一个为期两年的入职计划，其中包括指导和有意参与，以防止教师职业倦怠。该项目正在使用人口统计数据、成绩和毕业率、教案分析以及通过调查得出的学生看法进行评估。收集的数据将为全国教师培训计划提供最佳做法，为资源不足的学校招聘、准备和留住与文化相关的教师。

With funding from the National Science Foundation's Robert Noyce Teacher Scholarship program, the Colorado College Noyce Scholarship Program is recruiting Noyce STEM Teaching Scholars in the sciences and mathematics. The project is funding 29 scholarships over 5 years: 9 of these are graduating from the 9th semester Teacher Preparation Program (Noyce Scholars) and 20 are graduating from the 5th Year Master of Arts in Teaching Program (Noyce MAT Scholars). In this project, Colorado College is collaborating with Colorado Springs School District 11 and Harrison School District 2. The goal of the project is to develop high-quality, culturally-conscious science and mathematics teachers. To achieve that goal, the project is creating a community of undergraduate Noyce STEM Interns who develop a sense of self-efficacy for teaching diverse learners and consider teaching science or mathematics as a career. To further support the goal, the curriculum is infused with the practice of culturally relevant pedagogy to prepare the teachers-in-training for the high-need schools in which they will work. The project also includes a newly-designed teacher induction program, with an integrated mentoring program, to help teachers thrive in the environment of high-need schools. The PI team has identified four barriers to recruitment, preparation, and retention of high-quality teachers and has developed strategies to address them. The first barrier is exposure of STEM educators to culturally diverse teaching experiences. To address this barrier, the PI team is providing 20 STEM freshmen and sophomores in summer internships that focus both on culturally relevant pedagogy (CRP) and research methods and analysis. The strategy to address the lack of appropriate preparation for CRP is to integrate the principles of CRP into the teacher education curriculum. To overcome the barrier of staffing and retaining qualified STEM teachers in high-need schools, the project is combining the financial incentive of the scholarships with a rigorous clinical experience that links educational theory on multicultural education with pedagogical practice and long-term teacher professional development. To overcome the barrier of retaining thriving STEM teachers in high-need schools, the project is developing a two-year induction program that includes mentoring and intentional engagement to prevent teacher burnout. The project is being evaluated using demographic data, grades and graduation rates, lesson plan analysis, and, through surveys, student perceptions. The data collected will inform teacher preparation program nationwide in best practices to recruit, prepare and retain culturally relevant teachers for under-resourced schools.