Montgomery College Noyce: Excellent Teachers for STEM

诺伊斯教师奖学金和津贴项目的目标是增加马里兰州中部高素质STEM教师的数量。 来自蒙哥马利学院STEM部门以及教育学院的教师将与蒙哥马利县公立学校合作，支持两个发展方向：第一个将包括招聘和支持39名STEM专业人员，因为他们过渡到STEM教学职位，第二个将扩大推广，鼓励本科STEM专业转移到地区四年制机构的STEM教师准备计划。 为职业改变者提供的替代教师准备计划包括密集的职前培训和为期一年的实习期。 该项目将整合各种要素，以应对参加这一严格课程学习的学生所面临的挑战，包括（a）说明时间承诺的概况介绍材料，（B）增加对学生的评估和反馈，以增强他们的自我效能和个人信心，以及（c）分配与同龄伙伴一起实地实习。该项目的主要方面旨在回应对转学生在离开蒙哥马利学院后进入STEM专业的障碍的分析，以及在他们的替代教师准备计划中保留职业转换者，该计划得到了诺伊斯能力建设奖的支持。 对于社区学院的转学，已经设计了一个全面的计划，以调整蒙哥马利学院和地区4年制机构之间的课程;这一战略旨在加强将被吸引到教学中的STEM专业人才库。 对于奖学金获得者（职业转换者），从选拔过程到培训活动的一切都是为了毕业STEM教师，他们既自信又有弹性。在选拔过程中，申请人将使用哈伯曼星星教师预筛选评估的结果进行预筛选，以确定他们的心态是否与高需求学校的教学相兼容。 形成性和总结性评估将包括对计划参与者、实习主管、指导教师和校长以及教师在住院期间的表现进行调查的评估结果。 调查和访谈也将被用来评估参与者的自我效能，并确定他们的最佳感知支持。 方案活动和成果将通过全国社区学院教师教育方案协会和全国教育信息中心等会议传播。 论文将提交给《STEM教育杂志》和《全国替代认证协会杂志》。

The goal of this Noyce Teacher Scholarship and Stipend project is to increase the pool of highly qualified STEM teachers in central Maryland. Faculty from Montgomery College's STEM divisions as well as the School of Education will work with Montgomery County Public Schools to support two strands of development: the first will include the recruitment and support of 39 STEM professionals as they transition into STEM teaching positions, the second will expand outreach to encourage undergraduate STEM majors to transfer to STEM teacher preparation programs at regional four-year institutions. The alternative teacher preparation program for career changers involves intensive pre-service training and a teaching internship flowed by a year-long residency. The project will integrate a variety of elements to address challenges faced by students enrolled in this rigorous course of study, including (a) orientation materials that address the time commitment, (b) increased assessment and feedback to students designed to bolster their self-efficacy and personal confidence, and (c) assignment to field placements with peer partners. The key aspects of the project are designed to respond to an analysis of barriers for transfer students' enrollment in STEM majors after leaving Montgomery College and the retention of career changers in their alternative teacher preparation program, which was supported by a Noyce Capacity Building award. For community college transfers, a comprehensive plan has been designed to align coursework between Montgomery College and regional 4-year institutions; a strategy meant to strengthen the pool of STEM majors who will be attracted to teaching. For the scholarship recipients (career changers) everything from the selection process, during which applicants will be pre-screened using results of the Haberman Star Teacher Pre-Screener Assessment to determine if their mindsets are compatible with teaching in high-needs schools, to the training activities are designed to graduate STEM teachers who are both confident and resilient. Formative and summative evaluation will include the results of assessment of the surveys of program participants, internship supervisors, and mentor teachers and principals as well as teacher performance during the resident year. Surveys and interviews will also be used to assess self-efficacy of the participants and to identify their best-perceived supports. Program activities and outcomes will be disseminated through the meetings of the National Association of Community College Teacher Education Programs and the National Center for Education Information, among others. Manuscripts will be submitted to the Journal of STEM Education and the Journal of the National Association for Alternative Certification.