Recruiting, Preparing and Retaining Excellent STEM Teachers

胡德学院招聘，准备和留住优秀的STEM教师：诺伊斯教师教育合作伙伴关系（轨道1：奖学金津贴）项目将解决国家对STEM教师的需求，这些教师具有很强的学科背景和高质量的教师准备。& 这种全国性的需求在马里兰州STEM教师严重短缺的情况下表现得很明显，那里的STEM教师往往必须从其他州招聘。 胡德学院的诺伊斯教师教育伙伴关系将作为胡德学院，弗雷德里克社区学院和弗雷德里克县公立学校之间的合作进行。 该项目将为22名生物、化学和数学学生招聘并提供奖学金、专业教师培训和指导，这些学生将成为高需求学校的教师。 主要计划特点将是（1）强大的主题准备;（2）高质量的教师准备，包括获得计算机科学认可的机会;（3）大学，两年制机构和高需求学区之间的合作;和（4）支持机制，如研讨会，辅导，实地考察，学生研究和暑期实习与STEM中的风险青年一起工作。好处将是广泛的。计划毕业生将根据他们在科学探究和解决STEM问题的参与高素质。教育计划将准备学者的文化多样性，因为他们通过几个学校设置轮换。 各机构之间的长期伙伴关系将成为合作的典范。该项目的有效性将被评估，特别是实习，STEM教师准备方法，和夏季科学探究机会。诺伊斯教师教育合作项目将成为一个示范计划，招募不同的学生进入STEM教师教育，准备他们有效地工作，并对文化做出反应，并支持他们，使他们留在高需求的学校实习。目标是招募，保留和毕业22名中学STEM教学候选人;通过指导工作和财务和专业支持促进他们的保留;建立他们的文化能力和专业技能;并根据评估结果将计划要素制度化。 加强教师准备的深度和广度的战略包括在多个合作学校完成STEM领域研究和教学经验的机会。补充活动包括STEM 101经验，研讨会，讲习班，实地考察，以建立文化能力，暑期实习与风险青年，并有针对性的咨询和指导。有了这个强大的准备计划，毕业生将准备好模型STEM内容知识卓越和科学思维，并激励自己的中学生考虑STEM职业。与社区学院和当地公立学校系统的合作伙伴关系将为培养精通文化的中学STEM教师和未来STEM教育者的可持续管道提供集体机构知识。这种模式可以用于其他学院和大学建立类似的合作伙伴关系，以发展自己的文化敏感的STEM教师管道。

Hood Colleges Recruiting, Preparing and Retaining Excellent STEM Teachers: Noyce Teacher Education Partnership (Track 1: Scholarships & Stipends) project will address the national need for STEM teachers who have strong subject-matter backgrounds and quality teacher preparation. This national need is evident in Maryland's critical shortage of STEM teachers, where STEM teachers often must be recruited from other states. Hood College's Noyce Teacher Education Partnership will be conducted as a collaboration between Hood College, Frederick Community College, and Frederick County Public Schools. The project will recruit and provide scholarships, specialized teacher preparation, and mentoring to 22 biology, chemistry, and mathematics students who will become teachers in high-need schools. Major program features will be (1) robust subject-matter preparation; (2) high-quality teacher preparation, including an opportunity to earn computer science endorsement; (3) collaboration between a college, a two-year institution, and a high-need school district; and (4) support mechanisms such as seminars, mentoring, field trips, student research, and summer internships working with at-risk youth in STEM. Benefits will be broad-reaching. Program graduates will be highly-qualified based on their participation in scientific inquiry and STEM problem-solving. The education program will prepare scholars for cultural diversity as they rotate through several school settings. Long-term partnerships between institutions will serve as a model of collaboration. The effectiveness of the program elements will be assessed, particularly for the internships, STEM teacher preparation methods, and summer scientific inquiry opportunities.The Noyce Teacher Education Partnership project will be a model program for recruiting diverse students into STEM teacher education, preparing them to work effectively and to be culturally responsive, and supporting them so they are retained in high-need school placements. The goals will be to recruit, retain, and graduate 22 secondary STEM teaching candidates; to promote their retention through mentoring efforts and financial and professional support; to build their cultural proficiency and professional skills; and to institutionalize program elements based on evaluation findings. Strategies to strengthen the depth and breadth of teacher preparation include the opportunity to complete research in a STEM area and teaching experiences at multiple partnership schools. Supplementary activities include a STEM 101 experience, seminars, workshops, field trips to build cultural competency, summer internships working with at-risk youth, and targeted advising and mentoring. With this strong preparation program, graduates will be poised to model STEM content knowledge excellence and scientific thinking, and inspire their own secondary students to consider STEM careers. The partnership with a community college and local public school system will result in collective institutional know-how for preparing culturally proficient secondary STEM teachers and a sustainable pipeline of future STEM educators. This model could be used to launch similar partnerships by other colleges and universities to develop their own pipeline of culturally responsive STEM teachers.