Earth Science Teacher Urban Residency Program: A Partnership Between a Museum and Secondary Schools

在国家科学基金会罗伯特·诺伊斯教师奖学金计划（Noyce）的支持下，美国自然历史博物馆（AMNH）的第二轨道：教学奖学金项目旨在解决全国高需求学校中合格且准备充分的地球科学教师短缺的问题，重点是纽约市（NYC）和纽约州（NYS）。2018年的最新数据显示，纽约州只有三分之一的科学教师准备教他们的学科领域，而在纽约市，31%的地球科学教师没有在他们的学科领域任教的资格。目前科学教师的短缺使许多学校无法提供任何地球科学课程，严重限制了学生准备纽约大学地球科学评议会考试的机会，积累毕业所需的学分，或为该领域的高等教育机会或职业做准备。AMNH教学艺术硕士项目为高需求学校的教师提供准备和支持，并通过该项目在六年的资助期内支持两组各15名研究员。研究员将获得硕士学位课程的入学资格，并在他们进入高需求学校的四年教学时通过介绍制获得支持。该项目还将提高人们对高杠杆文化响应教学实践及其在不同高需求环境中的影响的理解。该项目与纽约市和扬克斯的四所学校（Midwood高中、布朗克斯早期大学学院、纽约市的猎人角社区中学和扬克斯的罗斯福高中）合作，将招募总共30名地球科学学士学位后的候选人，将他们培养成高素质、多样化的地球科学教师。该项目旨在通过帮助研究和发展三个方面的项目实践来推进STEM教师准备和保留领域的研究和实践：1)确定招聘STEM教学候选人的有效策略；2)更深入地阐述科学教学的强准备是什么样子的，具体来说，包括STEM课堂中的文化响应教学是什么样子的；3)将高杠杆科学教学实践的学习置于课程作业中。项目成果将通过专业出版物、会议、研究小组、在线环境以及研究同事的非正式网络广泛分享。该项目的两组教师有潜力对高需求学校每年约3000名学生的学习和成果产生积极影响（假设每名教师100名学生），其中大多数可能在纽约市工作，纽约市是美国最大和最多样化的学区之一。Noyce计划支持有才华的STEM本科专业和专业人士成为高需求学区有效的K-12数学和科学教师，并支持经验丰富的模范K-12 STEM教师成为STEM大师教师。它还支持对高需求学区K-12教师的持久性、留任性和有效性的研究。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

With support from the NSF Robert Noyce Teacher Scholarship Program (Noyce), this Track 2: Teaching Fellowships project at the American Museum of Natural History (AMNH) aims to addresses the national shortage of qualified and well-prepared Earth science teachers in high-need schools, with a focus on New York City (NYC) and New York State (NYS). Recent data from 2018 suggest that only one-third of teachers teaching science in NYS are prepared to teach their subject area, and in NYC, 31 percent of Earth science teachers are not certified to teach in their subject area. The current shortage of science teachers prevents many schools from offering any Earth science courses, severely limiting students' opportunities to prepare for the NYS Regents Examination in Earth science, accumulate credits required to graduate, or prepare for higher education opportunities or careers in this field. The AMNH Master of Arts in Teaching program prepares and supports teachers in high-need schools and, through this project, will support two cohorts of 15 Fellows each over the six-year grant period. Fellows will be supported through matriculation of the master's degree program and through induction as they enter their four years of teaching in high-need schools. The project will also generate improved understanding about high-leverage culturally responsive teaching practices and their impact in diverse high-need settings. In partnership with four NYC- and Yonkers-based schools (Midwood High School, Bronx Early College Academy, Hunters Point Community Middle School, in NYC, and Roosevelt High School, in Yonkers), the project will recruit a total of 30 Earth science post-baccalaureate candidates to prepare them as highly-qualified and diverse Earth science teachers. The project aims to advance research and practice in the field of STEM teacher preparation and retention by helping to examine and develop program practice in three areas: 1) identifying effective strategies for recruiting a diverse body of candidates for STEM teaching; 2) providing a deeper articulation of what strong preparation for science teaching looks like, including, specifically, what culturally responsive teaching looks like in STEM classrooms; and 3) situating the learning of high-leverage science teaching practices in coursework. Program results will be shared broadly through professional publications, conferences, study groups, and online contexts as well as informal networks of research colleagues. The project's two cohorts of teachers have the potential to have a positive impact on learning and outcomes for approximately 3,000 students annually (assuming 100 students per teacher) in high-need schools, with the majority likely to be working in NYC, one of the largest and most diverse school districts in the country. The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 mathematics and science teachers in high-need school districts and experienced, exemplary K-12 STEM teachers to become STEM master teachers. It also supports research on the persistence, retention, and effectiveness of K-12 teachers in high-need school districts.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.