Recruiting, Preparing and Retaining Excellent STEM Teachers

胡德学院招聘、培养和留住优秀的STEM教师：Noyce教师教育伙伴关系(Track 1：奖学金和津贴)项目将满足全国对具有强大学科背景和高质量教师准备的STEM教师的需求。这种全国性的需求从马里兰州STEM教师的严重短缺中可见一斑，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由胡德学院、弗雷德里克社区学院和弗雷德里克县公立学校合作开展。该项目将招聘22名生物、化学和数学学生，并为他们提供奖学金、专业教师培训和指导，这些学生将成为高需求学校的教师。计划的主要特点是(1)强有力的主题准备；(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；以及(4)支持机制，如研讨会、指导、实地考察、学生研究和暑期实习，在STEM工作的高危青年。好处将是广泛的。项目毕业生将在参与科学探究和STEM解决问题的基础上获得高素质。该教育计划将使学者们在几个学校环境中轮换时，为文化多样性做好准备。各机构之间的长期伙伴关系将成为合作的典范。诺伊斯教师教育伙伴计划将是一个模范计划，旨在招收不同的学生进入STEM教师教育，使他们做好有效工作和适应文化的准备，并支持他们留在高需求的学校就业。目标将是招聘、留住和毕业22名中学STEM教学候选人；通过指导努力以及财政和专业支持来促进他们的留住；培养他们的文化熟练程度和专业技能；并根据评估结果将计划要素制度化。加强教师培训的深度和广度的战略包括在STEM领域完成研究的机会和在多个合作学校的教学经验。补充活动包括STEM 101体验、研讨会、讲习班、培养文化能力的实地考察、与高危青年一起工作的暑期实习以及有针对性的咨询和辅导。通过这一强有力的准备计划，毕业生将准备好示范STEM内容知识的卓越和科学思维，并激励他们自己的中学生考虑STEM职业。与社区学院和当地公立学校系统的伙伴关系将产生培养精通文化的中学STEM教师的集体机构知识，以及未来STEM教育工作者的可持续渠道。这一模式可用于其他学院和大学建立类似的合作伙伴关系，以发展自己的文化响应型STEM教师队伍。

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.