STEM Teacher Pathways Capacity Building Project

刘易斯克拉克诺伊斯干教师途径能力建设项目的重点是四个波特兰地区机构的罗伯特诺伊斯教师奖学金计划的使命的优势，鼓励有才华的科学，技术，工程和数学（干）专业成为K-12干教师。 旨在培养STEM领域准备充分的教师的强大学位课程是国家的优先事项，它支持科学进步，国家卫生计划的推进以及日益技术化的经济中的整体国家繁荣。此外，招募和准备一支多元化的K-12教师队伍，为日益多元化的学生群体教授科学和数学，对于改善STEM教育至关重要，同时鼓励和支持更多来自代表性不足的少数群体（URM）的女性和学生追求科学专业和职业。正如在全国范围内所观察到的那样，社区学院为STEM职业提供了越来越重要的切入点。 与本科文科学院，教育研究生院，当地社区学院和大型城市学区合作开发STEM教师招聘，准备和入职模型是解决全国缺乏准备充分的STEM教师的重要一步，特别是那些来自目前在STEM领域代表性不足的群体。该模式确保未来的STEM教师拥有在当今多样化的课堂上取得成功所需的内容知识和教学技能，使用奖学金支持，严格的学术课程和基于实验室的STEM研究机会，有意义和支持的早期课堂经验，以及在他们的准备和早期职业生涯的所有点指导作为教师。该项目是刘易斯&克拉克学院艺术与科学学院（LC CAS）和教育与咨询研究生院（LC GSEC），波特兰社区学院（PCC），和波特兰公立学校（PPS），旨在建立一个STEM教师途径计划的框架，并设计一个奖学金模式，最终将在LC GSEC艺术硕士教学（MAT）计划中每年增加四到五名STEM副教授。在该能力建设项目结束时，将制定一项计划，用于招聘，准备和引入更多样化的STEM教师队伍。该计划的主要特点包括：衔接协议，允许从PCC到LC CAS的学分无缝转移;为PCC转学生以及其他STEM教师候选人提供奖学金; LC CAS本科生有机会与STEM教师进行研究，并由LC GSEC STEM教师候选人指导;以及一个旨在支持新的STEM教师开始教学的入职和指导计划。这些功能创建了一个途径，将增加谁完成在STEM教师教育MAT的候选人的数量和多样性，并聘请和保留在当地和其他学校的教师。 该计划将从生物学，生物化学，化学，计算机科学，数学，环境研究，数学和物理专业的学生。 最终，这一计划应该导致更多来自不同背景的STEM教师的招聘和保留，提高学生的成功率，以及理想的全民科学素养社会。

The Lewis & Clark Noyce STEM Teacher Pathways Capacity Building Project focuses the strengths of four Portland-area institutions on the Robert Noyce Teacher Scholarship Program's mission to encourage talented science, technology, engineering, and mathematics (STEM) majors to become K-12 STEM teachers. Robust degree programs aimed at producing well-prepared teachers in STEM fields are a national priority that underpin progress in science, the advancement of national health initiatives, and overall national prosperity in an increasingly technical economy. Furthermore, recruiting and preparing a diverse workforce of K-12 teachers to teach science and math to an increasingly diverse group of students is crucial to improving STEM education while encouraging and supporting more women and students from underrepresented minority groups (URM) to pursue majors and careers in the sciences. As has been observed nationally, community colleges provide an increasingly important entry point to STEM careers. Developing a STEM teacher recruitment, preparation, and induction model with collaboration between an undergraduate liberal arts college, a graduate school of education, a local community college, and a large urban school district is an important step in addressing the national shortage of well-prepared STEM teachers, particularly those that come from groups currently underrepresented in STEM fields. The model ensures that future STEM teachers have the content knowledge and pedagogical skills needed to succeed in today's diverse classrooms using a combination of scholarship support, rigorous academic courses and lab-based STEM research opportunities, meaningful and supported early classroom experiences, and mentoring at all points of their preparation and early careers as teachers. The project is a partnership between Lewis & Clark College's College of Arts and Sciences (LC CAS), and Graduate School of Education and Counseling (LC GSEC), Portland Community College (PCC), and Portland Public Schools (PPS) and aims to build the framework for a STEM Teacher Pathways Program and design a scholarship model that will eventually engage four to five additional STEM preservice teachers per year in the LC GSEC Master of Arts in Teaching (MAT) program. At the conclusion of this Capacity Building project, a plan will have been developed for the recruitment, preparation, and induction of a more diverse cohort of STEM teachers. Key features of the plan include: an articulation agreement that allows for the seamless transfer of credits from PCC to LC CAS; the availability of scholarships for PCC transfer students as well as other STEM teacher candidates; opportunities for LC CAS undergraduate students to conduct research with STEM faculty, and to be mentored by LC GSEC STEM teacher candidates; and an induction and mentoring plan designed to support new STEM teachers once they begin teaching. These features create a pathway that will increase the number and diversity of candidates who complete an MAT in STEM Teacher Education and are hired and retained as teachers in local and other schools. This program will draw from students majoring in Biology, Biochemistry, Chemistry, Computer Science, Mathematics, Environmental Studies, Mathematics, and Physics. Ultimately, this program should lead to increased recruitment and retention of STEM teachers from diverse backgrounds, increased success for their students, and, ideally, a society of scientific literacy for all.