Robert Noyce Teacher Academy at the College of Staten Island

在通常位于城市社区的高需求学区，存在着对合格教师的既定需求。纽约市尤其需要科学、技术、工程和数学(STEM)教师，他们能够胜任多样化的国际学生群体。在美国国家科学基金会罗伯特·诺伊斯教师奖学金计划的资助下，纽约市立大学(CUNY)斯塔滕岛学院(CSI)罗伯特·诺伊斯教师学院将与纽约市31区以及该地区的7所高中和2所中学合作，招聘STEM专业的本科生，并为他们成为中学STEM教师做好准备。该项目将平均每年资助8名学者，总计24名新教师。每位奖学金获得者将获得两年的资助。CSI学生大多是第一代大学生，他们的家人对此寄予了很高的期望。一个致力于培养高素质数学和科学教师的荣誉计划，可以在改变人们对教学价值和声望的看法方面发挥重要作用。每学期，这些STEM专业的本科生将在不同的高需求寄宿学校度过50个小时，并将承担越来越多的教学责任，从辅导个别学生，到辅导小组，到提出“立即行动”，再到授课。通过咨询，他们将满足纽约州初步教学认证的要求。除了寄宿学校的经验外，CSI Noyce学者还将参与队列结构、学习社区环境、STEM学科教师、教育教师和协作教师的指导以及国际专业发展机会。一项纵向研究将解决以下问题：(1)诺伊斯计划的具体特点有什么影响？(2)诺伊斯学者的大学经历应该增加哪些主题或问题，以加强对高需求学校教学的准备？(3)纽约市教育局评估和课程的变化如何影响CSI教师教育计划和诺伊斯学者的准备？以及(4)在第31区，CSI的教学准备和学校实践之间存在差异的具体例子有哪些？为了解决这些问题，项目团队将通过调查、档案和CSI机构研究办公室从诺伊斯学者和合作教师那里收集数据。

There is an established need for well-qualified teachers in high-need school districts, which are often located in urban communities. New York City, in particular, has a need for teachers of science, technology, engineering, and mathematics (STEM) who are competent with a diverse and international student population. With funding from the National Science Foundation's Robert Noyce Teacher Scholarship program, and in partnership with New York City District 31, as well as seven high schools and two middle schools in that district, the Robert Noyce Teacher Academy at the College of Staten Island (CSI) of City University of New York (CUNY) will recruit undergraduate STEM majors and prepare them to become secondary STEM teachers. The project will support an average of 8 Scholars per year, for a total of 24 new teachers. Each Scholar will receive 2 years of support. Most CSI students are first-generation college students and their families have high expectations. An honors program devoted to preparing high quality teachers of mathematics and science can play an important role in changing the perception of the value and prestige of teaching. Each semester these undergraduate STEM majors will spend 50 hours in a different high-need host school and will assume increasing teaching responsibilities from tutoring individual students, to tutoring groups, to presenting a "do now", to teaching a lesson. Through advisement, they will satisfy the requirements for New York State initial teaching certification. In addition to the host school experience, CSI Noyce Scholars will engage in a cohort structure; learning community environment; mentoring by STEM discipline faculty, education faculty, and collaborating teachers; and international professional development opportunities. A longitudinal research study will address questions such as: (1) What is the effect of specific features of the Noyce program? (2) What topics or issues should be added to the Noyce Scholar's college experience to increase preparedness for teaching in a high-needs school? (3) How do changes in assessment and curriculum in the New York City Department of Education impact the CSI teacher education program and the preparation of Noyce Scholars? and (4) What are specific examples of discrepancies between CSI teaching preparation and school practices specifically in District 31? To address these questions, the project team will gather data from Noyce Scholars and collaborating teachers through surveys, portfolios, and the CSI institutional research office.