Preparing Post-Baccalaureate and Undergraduate STEM Majors in the Physical Sciences to be Teachers in High-Need School Districts

这个罗伯特·诺伊斯奖学金和津贴轨道1项目打算产生物理科学（化学，物理和物理科学）的29名教师，具有深厚的学科内容知识和特定于内容的教学技能，以及支持初中和高中学生的策略，在高需求学区，非常成功。 具体而言，该项目将招募学士后STEM毕业生，包括职业转换者，以及大四的本科STEM专业。目前，全国只有不到一半的化学和物理课是由拥有该学科学位的教师授课的。 该项目与高需求学区合作，其三个主要目标是：（目标1）实施一项计划，招聘29名拥有或获得物理或化学学士学位的人，使他们成为高需求学区优秀的初中和高中物理科学教师;（目标2）通过专注于与不同文化背景的社区，来自低社会经济背景的学生以及使用通用设计进行学习，使这些诺伊斯学者能够在高需求的城市学区成功教学;（目标3）使这些新教师能够坚持到入职年，以增加他们坚持从事教师职业的可能性，特别是在需求很大的学区。罗伯特·诺伊斯奖学金和通过此补助金获得的津贴将提供学费和入职年支持，使过渡到教学经济可行的后学士学位和STEM专业人士谁是改变职业生涯成为教师，以及为本科毕业生获得学士学位在化学或物理。 所有诺伊斯学者都将获得教师执照，学士学位后的诺伊斯学者还将完成教学艺术硕士学位。留住新的科学教师是确保所有学生都能获得优秀科学教育的挑战之一。虽然衡量一名新教师是否是一名好教师的最佳指标之一是他们的内容知识，但衡量一名新教师是否能长期留在这一职业中的一个极其重要的指标是他们的教学准备质量。因此，监督实践经验的长度至关重要。 通过该项目提供的全年计划包括三个学期的实习前和实习经验，与来自高需求学校的学生一起参加各种课程，观察和协助高需求教室，然后在这样的教室里从事教学。这些监督活动得到课程的支持，课程中讨论了课堂管理和科学教学的最佳方法，并沿着了教育研究文献的阅读。 教师准备计划的特点是科学教师候选人的队列一起采取教学教育课程和专门研讨会在STEM有效的教学实践。 入职课程在教学的头两年进行，包括每月会议和大师级教师的指导。 该项目有一个强大的招聘计划，利用专业网络，社交媒体和营销直接到职业中心和人力资源部门的高科技公司和公司的大型生产设施，雇用科学和工程专业人士。 该项目将至少在三个方面造福社会：1）直接影响大波士顿地区的学生和学校，以及这29名诺伊斯学者未来任教的其他地方; 2）纵向研究的潜力，记录态度和教学内容的知识增益，以及影响教师持久性的因素，诺伊斯学者在这个项目和之前的波士顿大学诺伊斯计划，它建立;和3）分享与成功的策略有关的经验，以及那些在招聘物理科学领域的主要职业转换者时没有成功的策略，教学

This Robert Noyce Scholarships and Stipends Track 1 project intends to produce 29 teachers of the physical sciences (chemistry, physics, and physical science) with deep disciplinary content knowledge and pedagogical skills specific to the content, as well as strategies for supporting middle and high school students, in high-need school districts, in being highly successful. Specifically, this project will recruit post-baccalaureate STEM graduates, including career changers, as well as undergraduate STEM majors in their senior year. Currently, less than half of the nation's chemistry and physics classes are taught by a teacher with a degree in the discipline. Working in collaboration with high-need school districts, the project's three principal goals are to: (Goal 1) implement a plan to recruit 29 individuals who possess or earn a baccalaureate degree in physics or chemistry in order to prepare them to be great middle and high school teachers of the physical sciences in high-need school districts; (Goal 2) prepare these Noyce Scholars to be successful in teaching in high-need urban school districts through a focus on working with communities of diverse cultural backgrounds, students from low socioeconomic backgrounds, and the employment of universal design for learning; and (Goal 3) sustain these nascent teachers through their induction years in order to increase the likelihood of their persisting in the teaching profession, particularly in high-need school districts. The Robert Noyce scholarship and stipends received through this grant will provide the tuition and induction year support to make the transition into teaching economically feasible for post-baccalaureates and STEM professionals who are changing careers to become teachers, as well as for undergraduate seniors earning a baccalaureate degree in chemistry or physics. All Noyce Scholars will earn teacher licensure, with the post-baccalaureate Noyce Scholars also completing a Master's of Arts in Teaching.Retention of new science teachers in the profession is one of the challenges for ensuring that all students have access to an excellent science education. While one of the best indicators of whether a new teacher will be a good teacher is their content knowledge, an extremely important indicator of whether a new teacher will remain in the profession for an extended period is the quality of their pedagogical preparation. Thus, the length of the supervised practical experience is critical. The full-year program offered through this project includes pre-practicum and practicum experiences for three semesters working with students from high-need schools in various programs, observing and assisting in a high-need classroom, and then engaging in teaching in such a classroom. These supervised activities are bolstered by courses in which best methods of classroom management and science teaching are discussed along with readings from the education research literature. The teacher preparation program features the cohorts of science teacher candidates taking pedagogical educational courses together and specialized seminars on effective teaching practices in STEM. The induction program, which occurs during the first two years of teaching, includes monthly meetings and mentoring by master teachers. The project has a robust recruitment plan exploiting professional networks, social media, and marketing directly to career centers and human resources departments of high-tech companies and companies with large production facilities which employ science and engineering professionals. This project will benefit society in at least three ways: 1) direct impact on the students and schools in the Greater Boston area, and wherever else these 29 Noyce Scholars teach in the future; 2) the potential for a longitudinal study documenting attitudinal and pedagogical content knowledge gains, as well as factors influencing teacher persistence, of the Noyce Scholars in this project and the prior Boston University Noyce program upon which it builds; and 3) sharing what is learned related to strategies that are successful and those that are not in recruiting primarily career changers in the physical sciences into teaching.