Preparing Mathematics and Science Teachers for Middle School

诺伊斯第一轨道奖学金和津贴项目旨在解决国家和地方高素质的中学数学和科学教师短缺的问题。 德雷克塞尔大学打算招募24名获得STEM学科学士学位的人，并为他们成为城市高需求学区的数学和科学教师做好准备。 预计这些STEM专业将获得教育方面的未成年人，并将为费城学区和费城特许学校的教师队伍做出贡献。 除了招募和准备这些诺伊斯学者在城市中学成功教学，该项目旨在保留他们在系统中至少五年。 本科课程将补充临床领域，辅导，预居住和居住经验。 该计划的参与者将沉浸在与他们的学科和高需求的城市学校教学相关的教学经验和讨论中。 这些诺伊斯学者将继续在他们的头三年的教学接受指导;这种指导将由大学新成立的早期职业从业者研究所提供。 为了支持诺伊斯学者并创建一个专业的教师学习者社区，学者们还将有机会参加夏季研讨会，在定期现场访问期间与项目工作人员合作，参加专业会议，并参加为支持该项目而创建的在线社交网络。 此外，学者将获得大学教师的支持和指导。 通过建立和维持这种师生社区，该项目旨在为高需求的城市学校培养一支高素质的中年级数学和科学教师队伍，该项目将利用最新的科学、数学和教育知识为24名职前教师候选人做好准备并提供支持，重点是了解高需求学校学生的文化和生活经历。 该项目旨在促进社会正义教学，强调将科学、数学和工程教学与学生的个人经历和文化联系起来。 这种联系可以充分利用每个学生为学习带来的知识。 探究式教学支持这种方法，因为它通过建立一个共享知识和经验的学习社区，打开了学生之间的交流。 与正念和发展情商有关的研讨会将增加学者的课程。 后者将被脚手架发展以下行为：专业精神，成长心态，致力于为所有学生服务好，文化能力。 将通过课程开发的基本技能包括了解学生的文化社区作为课堂文化的基础，并建立牢固的关系，掌握学生学习和专业成长的所有权，设置和保持高行为期望，领导严格和一致的内容教学，并展示内容专业知识和教学内容知识。 这些基本技能和核心能力将在向高需求学校的中年级学生教授数学和科学的背景下得到展示。 早期经验包括将内容知识与适当的教学和内容知识与预居住和居住经验联系起来，旨在加强学者的内容和教学知识，同时支持进入教学世界的第一步。 评估核心能力和基本技能的指标将用于收集与学者在这些方面的熟练程度相关的数据。 预计将通过会议介绍、项目网站和专业出版物向教育界传播项目活动的文件和项目实施中的经验教训。 这个项目对社会的长期和深远的好处是有可能记录和分享可持续的方法，沉浸在社会正义的背景下，招募和准备STEM专业，为所有中年级学生提供高水平的数学和科学学习成功，这个奖项反映了NSF的法定使命，并已被认为是值得通过评估使用基金会的知识产权的支持。优点和更广泛的影响审查标准。

This Noyce Track 1 Scholarships and Stipends project seeks to address the national and local shortage of highly qualified middle school mathematics and science teachers. Drexel University intends to recruit twenty-four individuals earning a baccalaureate degree in a STEM discipline and to prepare them to become teachers of mathematics and science in urban high-need school districts. It is expected that these STEM majors will earn a minor in education and will contribute to the teacher workforce in the School District of Philadelphia and Philadelphia charter schools. In addition to recruiting and preparing these Noyce Scholars to be successful in teaching in urban middle schools, the project seeks to retain them in the system for at least five years. Undergraduate coursework will be supplemented with clinical field, tutoring, and pre-residency and residency experiences. The program participants will be immersed in pedagogical experiences and discussions related to their discipline and to teaching in high-need urban schools. These Noyce Scholars will continue to receive mentoring during their first three years of teaching; this mentoring will be provided by the University's newly established Early Career Practitioner Institute. To support the Noyce Scholars and create a professional community of teacher learners, the Scholars will also have an opportunity to participate in summer workshops, work with project staff during periodic site visits, attend professional conferences, and participate in an online social network created in support of this project. In addition, Scholars will receive support and mentoring from university faculty. By creating and sustaining this community of teacher-learners, the project aims to create a cadre of highly qualified middle-grades mathematics and science teachers for high-need urban schools.The project will use recent scientific, mathematical, and educational knowledge to prepare and support the twenty-four pre-service teacher candidates with an emphasis on understanding the culture and life experiences of students in high-need schools. The project intends to promote social justice teaching, which emphasizes connecting science, mathematics, and engineering instruction to students' personal experiences and culture. This connection can leverage the funds of knowledge that each student brings to learning. Inquiry-based instruction supports this approach as it opens communication among students by establishing a learning community of shared knowledge and experience. Seminars related to mindfulness and developing emotional intelligence will augment the Scholars' coursework. The latter will be scaffolded to develop the following behaviors: professionalism, growth mindset, commitment to serving all students well, and cultural competency. Essential skills that will be developed through the coursework include understanding students' cultural communities as a foundation for classroom culture and building strong relationships, taking ownership of student learning and professional growth, setting and maintaining high behavioral expectations, leading rigorous and aligned content instruction, and demonstrating content expertise and pedagogical content knowledge. These essential skills and core competencies will be demonstrated in the context of teaching mathematics and science to middle-grades students in high-need schools. Early experiences consisting of linking content knowledge with appropriate pedagogical and content knowledge with pre-residency and residency experiences are intended to strengthen the Scholars' content and pedagogical knowledge while supporting first steps into the world of teaching. Rubrics to assess the attainment of the core competencies and essential skills will be used to collect data related to the Scholars' proficiency in these aspects. It is anticipated that the documentation of project activities and identification of learnings from project implementation will be disseminated to the education community through conference presentations, a project website, and professional publications. The long-term and far-reaching benefits to society of this project are the potential to document and share sustainable approaches, steeped in the context of social-justice, for recruiting and preparing STEM majors to provide success in learning mathematics and science for all middle-grades students in a high-need school district.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.