Breaking the Cycle: Preparing Future STEM Teachers for the Highest Need Urban Schools by Embracing Culturally-responsive Instruction

佛罗里达国际大学(FIU)的Noyce Track 1项目“打破循环：通过接受响应文化的教学为未来STEM教师为最有需求的城市学校做好准备”，将大幅增加准备在高需求学区服务的高素质教师的数量。该项目将招聘、准备和管理为期两年的奖学金，并在为期五年的项目中为33名学者提供入职便利。FIU是一所拥有超过54,000名学生的城市公立研究型大学，正在与迈阿密-戴德县公立学校合作，迈阿密-戴德县公立学校是美国第四大学区，拥有超过350,000名学生，将在高度多样化的佛罗里达州迈阿密建立项目试验台。该项目涵盖了FIU学生群体的多样性，其中78%以上来自历史上代表性不足的群体，并发展了他们响应文化的教学实践，以便他们准备打破持续低成就的循环，成为最需要的学校的未来教育领导者。同时，该项目将建立一个传播模式，以便在全国范围内采用和适应。该项目的目标是发展诺伊斯学者的批判性教学机构，使他们做好准备，通过以社区为基础的真实学习为关键需求学校提供服务，重点放在三个主要活动上：1)关键需求学校的真实实地经验；2)队列经验；3)研究和教学实习。Noyce学者将主要通过FIUteach计划招聘，FIUteach计划是FIU对UTeach教师培训模式的高保真复制，该模式已发展成为全国最大的UTeach复制网站之一。在入职后，奖学金获得者将得到专门的支持，包括1)一名受薪的现场导师，2)大师教师辅导访问，3)专业发展和4)校友会议，所有这些都是对地区和学校的入职支持的补充。该项目的研究和评估活动试图了解如何招聘和培养未来的科学和数学教师，以便在最需要的学校发挥作用，如何支持他们进入这些学校，以及该学者的课堂实践在该项目中的进展情况。该项目还将调查诺伊斯学者职业生涯的奖学金和入职阶段教师身份的发展和教学的关键机构。因此，该项目将对如何培养职前教师在不同的城市学校服务的最佳做法产生重要的洞察力。

The Track 1 Noyce project at Florida International University (FIU), "Breaking the cycle: Preparing future STEM teachers for the highest need urban schools by embracing culturally responsive instruction", will substantially increase the number of highly qualified teachers prepared to serve in high-need school districts. The project will recruit, prepare, administer two-year scholarships and facilitate induction for 33 Scholars over the five-year project. FIU, an urban public research university with over 54,000 students, is partnering with Miami-Dade County Public Schools, the fourth largest school district in the nation serving over 350,000 students, to establish the project testbed in highly diverse Miami, Florida. The project embraces the diversity of FIU's student body, over 78% of which are from historically underrepresented groups, and develops their culturally responsive instructional practices so they are prepared to break the cycle of persistent low achievement as future education leaders in the highest need schools. In parallel, the project will establish a dissemination model to enable adoption and adaptation across the nation.The project targets developing critical teaching agency in Noyce Scholars in order to prepare them to serve in critical needs school via authentic community-based learning focused on three major activities: 1) Authentic Field Experiences in Critical Needs Schools, 2) Cohort Experience and 3) Research and Instructional Internships. Noyce Scholars will be primarily recruited through the FIUteach program, FIU's high-fidelity replication of the UTeach teacher preparation model that has developed into one of the nation's largest UTeach replication sites. Upon induction, Scholars will receive dedicated support including 1) a paid on-site mentor, 2) Master Teacher coaching visits, 3) professional development and 4) Alumni meetings, all complementing the induction support of the district and school. The project's research and evaluation activities seek to understand how to recruit and prepare future science and mathematics teachers to be effective in the highest needs schools, how to support their induction into these schools, and how the Scholar's classroom practice progresses over the project. The project will also investigate the development of teacher identity and critical agency for teaching during both the Scholarship and induction phases of Noyce Scholars careers. Thus, the project will generate critical insight into best practices for how to prepare preservice teachers to serve in diverse, urban schools.