Noyce Northeast Regional Conferences III

认识到支持教师作为专业人员的必要性，罗伯特·诺伊斯教师奖学金计划赞赏有必要和机会将诺伊斯教师学者和支持他们的大学教职员工聚集在一起，以便继续建立联系。因此，Noyce计划支持这一结构化的网络机会，增加教学知识的深度和教学敏锐性，并相互挑战，大胆努力，改善高需求学区的STEM学科的教与学。由诺伊斯计划资助的东北地区会议III项目将支持为期三年的诺伊斯地区会议，以服务和汇聚东北地区的所有诺伊斯项目。每年，来自75个项目的个人(项目管理人员和诺伊斯学者)将通过这笔赠款获得资金支持，参加每年在不同城市(纽约布鲁克林、马萨诸塞州剑桥和纽约州奥尔巴尼)举行的会议。该项目将努力为参与者提供学习机会，使他们能够为学生和社区创造公平的学习空间。将在会议上提供讲习班的实体包括纽约的美国自然历史博物馆(AMNH)和位于石溪大学的艾伦·阿尔达传播科学中心；后者将制定针对教师的课程，并安排工作人员举办关于有效传播技术内容的讲习班。这些会议的主要目的是通过专业网络、演讲和研讨会来促进STEM教师的教学知识和教学实践。这些会议将使与会者能够了解、讨论和实践STEM教学的最新方法，并就如何提高沟通技能、领导力以及如何更好地利用非正式STEM学习中心等主题提供直接培训。该会议项目的目标是通过对自2012年以来举行的历届东北地区会议的评估而确定的。所有三个会议都将聚焦于高需求学校成功教学的主题。项目目标包括：(I)继续建立一个由NOYCE项目负责人、教师和学者组成的社区，他们合作改善高需求学校的教与学；为NOYCE学者和NOYCE获奖人员提供非凡的职业发展机会；(Ii)推进在高需求学校教授STEM的知识基础；(Iii)探索长期NOYCE项目的挑战和成功之处，以帮助为未来的计划制定成功蓝图；以及(Iv)探索将非正式STEM学习作为一种资源，帮助参与和招聘未来的STEM教育工作者。每年将与地区Noyce项目及其学区的代表举行在线小型会议，共同规划和组织会议。东北地区的每个诺伊斯项目将得到支持，组建一个由四名参与者组成的团队，其中包括一名教师/项目团队成员和三名诺伊斯学者教师。其他与会者将包括在职教师、诺伊斯项目校友、当地学区领导人以及会议和主旨演讲者。诺伊斯学者和每年居住在会议附近的数学和科学教学和学习的其他利益攸关方将被安排参加至少一天的区域会议。评价将审查会议的执行情况和在会议期间对与会者的影响，并衡量与会者离开会议后对他们的影响。从事这一职业网络事业的人的工作有可能产生更广泛的影响，因为它促进了高需求学区的教与学，并促进了诺伊斯教师学者在坚持教师职业的过程中不断进步。

In recognition of the necessity to support teachers as professionals, the Robert Noyce Teacher Scholarship program appreciates the need and opportunity to bring Noyce Teacher Scholars, and the university faculty that support them, together for the purpose of continued networking. Therefore, the Noyce program supports this structured opportunity for networking, growing in depth of content knowledge and pedagogical acumen, and challenging each other to work boldly to improve the teaching and learning of STEM disciplines in high-need school districts. The Northeast Regional Conferences III project, funded by the Noyce program, will support three years of Noyce regional conferences to serve and bring together all Noyce projects in the northeast area. Each year, individuals (project administrators and Noyce scholars) from 75 projects will receive financial support through this grant to participate in the conferences which will be held in a different city each year (Brooklyn, NY, Cambridge, MA, and Albany, NY). The project will work to provide opportunities for participants to learn about practices which will enable them to create equitable learning spaces for their students and communities. Among the entities that will provide workshops at the conferences are the American Museum of Natural History (AMNH) in New York and the Alan Alda Center for Communicating Science, located at Stony Brook University; the latter will develop teacher specific curriculum and deploy staff to conduct the workshops on effective communication of technical content. The overarching intent of the conferences is to advance content knowledge and pedagogical practices of STEM teachers through professional networking, presentations, and workshops. The conferences will enable participants to learn about, discuss and practice the latest methods for teaching STEM content and provide direct training in topics including how to improve communication skills, leadership, and how to better use informal STEM learning centers.The goals of this conference project are informed by the evaluation of past Northeast Regional Conferences which have occurred since 2012. All three conferences will focus on the theme of Successful Teaching in High-Need Schools. The project goals include to: (i) continue to build a community of Noyce project leaders, teachers and scholars who collaborate to improve teaching and learning in high-need schools; provide exceptional professional development opportunities for Noyce Scholars and Noyce awardee personnel; (ii) advance the knowledge base of teaching STEM in high-need schools; (iii) explore challenges and successes of long term Noyce projects to help create a blueprint of success for future programs; and (iv) explore the use of informal STEM learning as a resource to assist in engagement and recruitment of future STEM educators. Online mini-conferences will be held with representatives from regional Noyce projects and their school districts to collaboratively plan and organize the conference each year. Each Noyce project in the northeast region will be supported in bringing a team of four participants, consisting of one faculty/project team member and three Noyce Teacher Scholars. Other conference participants will include in-service teachers, Noyce program alumni, local school district leaders, and conference and keynote speakers. Noyce Scholars and other stakeholders in teaching and learning of mathematics and science who live near the conference each year will be accommodated to attend at least one day of the regional conference. The evaluation will examine both the implementation and impact of the conferences on the participants while at the conference as well as measure impacts on the participants after they leave the conferences. The work of those engaged in this professional networking enterprise has the potential for broader impact as it advances teaching and learning in high-need school districts and promotes the continuous progress of Noyce Teacher Scholars as they persist in the teaching profession.