Recruiting and Preparing Exemplary Science and Mathematics Teachers through a Student Teacher Residency Model

这个诺伊斯轨道1项目响应国家需要和丹佛地区的持续需要，为高需求的学区提供优秀的科学和数学教师。 在罗伯特·诺伊斯教师奖学金计划的资助下，这个科罗拉多丹佛大学（CU Denver）项目将招募三十（30）名科学和数学专业的学生，特别是那些来自传统上代表性不足的STEM群体的学生，以获得中学教学许可证。符合条件的学生将获得高达20，000美元的一年学士后研究生学习，以获得执照和硕士学位。在教育该项目的招聘策略之一是为潜在的诺伊斯学者提供带薪实习机会，让他们参加暴露和提高对STEM教育活动兴趣的活动，以探索教学作为一种可能的职业选择。潜在的实习活动的例子包括（但不限于）：在科学实验室或科学教育，K-12外展活动（辅导，课后STEM俱乐部，课堂助手）夏季或学年的研究经验，辅导高中和大学之间的STEM桥梁计划，并在夏季STEM夏令营担任辅导员。CU-Denver Noyce学者将通过学生教师居住计划获得许可证，在那里，每周四天，他们将与来自合作伙伴高需求地区的模范教师导师一起沉浸在课堂环境中，丹佛公立学校（DPS）。这将发生在他们的学士后教师执照计划的开始。他们将传统上在教育和人类发展的CU-Denver学校完成的课程内容将通过每周研讨会发生，在第五天发生，再加上在线课程。实习教师模式代表了教师教育方法的循证转变。从这个程序在CU-Denver小学教师准备的结果表明，课堂沉浸，当它平行课程，提高该课程的背景方面，导致教育理论和课堂实践的更好的整合。该项目认为，这种整合将特别有利于STEM教师候选人，因为与数学和科学相关的教学内容知识深深植根于上下文，背景和教学策略。为了促进在他们的教学生涯的开始在课堂上更大的效率，导师教师将精心挑选，并与诺伊斯学者匹配，以创造学习的最佳机会。该计划的教师候选人也将获得诺伊斯导师的支持。作为具有STEM背景的名师，Noyce导师将作为Noyce学者的一贯导师，从他们被选为Noyce学者开始，并持续到他们的实际教学的入门年。诺伊斯导师已被证明是一个非常成功的支持作用，为职前和新手教师在CU-Denver小学水平。该项目还将以讲习班的形式提供额外的许可证颁发后上岗培训支持。研究表明，这种类型的支持是至关重要的，为新教师提供早期的专业发展战略，他们需要在课堂上取得成功。关于入职支助的研究还表明，它提高了新教师在五年之后继续从事这一职业的可能性。最终，该项目与DPS的居留计划合作实施STEM队列，再加上以STEM为重点的入门支持，为其他教师准备计划以及高需求地区的STEM招聘和保留工作提供了强有力的模式。

This Noyce Track 1 project responds to a national need and a persistent need in the Denver area to provide excellent teachers of science and mathematics to high-need school districts. With funding support from the Robert Noyce Teacher Scholarship program, this University of Colorado Denver (CU Denver) project will recruit thirty (30) science and mathematics majors, particularly those from traditionally underrepresented groups in STEM, to pursue secondary teaching licensure. Eligible students will receive up to $20,000 for one year of post-baccalaureate graduate study leading to licensure and an M.A. in Education. Among the project's recruitment strategies are paid internships for potential Noyce Scholars to participate in activities that expose and enhance interest in STEM educational activities in order to explore teaching as a possible career choice. Examples of potential internship activities include (but are not limited to): summer or academic year research experiences in a scientific laboratory or in science education, K-12 outreach activities (tutoring, after school STEM clubs, classroom helpers), tutoring in STEM bridge programs between high school and college, and serving as counselors in summer STEM camps. CU-Denver Noyce Scholars will obtain licensure through a student teacher residency program, where, four days a week, they will be immersed in a classroom setting with an exemplary teacher mentor from the partner high-need district, the Denver Public Schools (DPS). This will occur from the outset of their post-baccalaureate teacher licensure program. The course content that they would traditionally complete in the CU-Denver School of Education and Human Development will occur through a weekly seminar, occurring on the fifth day, coupled with online course offerings. The student teacher residency model represents an evidence-based shift in the approach to teacher education. Results from this program in elementary teacher preparation at CU-Denver have demonstrated that classroom immersion, when it parallels coursework, enhances the contextual aspects of that coursework leading to better integration of educational theory and classroom practice. This project posits that this integration will be particularly beneficial to STEM teacher candidates, as the pedagogical content knowledge associated with mathematics and science is so deeply rooted in context, background, and instructional strategies. In order to promote greater efficacy in the classroom at the outset of their teaching careers, mentor teachers will be carefully selected and matched with the Noyce Scholars in order to create the best opportunities for learning. Teacher candidates in this program will also receive support from the contributions of the Noyce Mentor. As a master teacher with a STEM background, the Noyce Mentor will serve as a consistent mentor to the Noyce Scholars, from the beginning of their selection as Noyce Scholars and continuing through their induction year of actual teaching. The Noyce Mentor has proven to be an extremely successful support role for pre-service and novice teachers at CU-Denver at the elementary level. This project will also provide additional post-licensure induction support in the form of workshops. Research has shown that this type of support is critical in providing new teachers with early professional development strategies they need to be successful in the classroom. Research on induction support has also shown that it improves the likelihood that new teachers will stay in the profession beyond the five-year mark. Ultimately, this project's implementation of a STEM cohort in partnership with DPS's Residency Program coupled with STEM-focused induction support offers a strong model for other teacher preparation programs and for STEM recruitment and retention efforts in high-need districts.