Rural Integrated STEM Education: Middle and High School Teacher Pathways Developed Through a Regional Alliance

在NSF Robert Noyce教师奖学金计划的支持下，该项目旨在通过增加加州农村地区有才华和适应能力的STEM教师数量，服务于高质量STEM教学的国家利益。该项目将通过制定计划，从两年制和四年制大学招聘、准备和支持STEM本科生到农村、高需求的初中和高中任教，从而建设培养STEM教师的能力。通过改变未来教师的早期经历，该项目旨在培养高素质的STEM教育工作者，能够在农村地区和社区投资于下一代科学家。项目合作伙伴将制定一项为期两年的教师培养途径计划，重点是大学头两年的探究经验和STEM研究。该项目将在三个中学后拉美裔服务机构(HSI)和代表加州中央海岸地区24个学区的县教育局之间建立一个地区联盟。该联盟将合作开发早期访问STEM教师途径。HSIS(加州州立大学蒙特利湾分校、哈特内尔学院和蒙特利半岛学院)将计划如何将循证成分整合到STEM早期教师途径中。这些组成部分包括主动学习和响应文化的教学法，预计增加的内容将有助于STEM教师的多样性。下一代科学标准区域协作教师网络由县教育局协调，将为未来教师提供进入包容性STEM实践社区的途径，其中包括具有STEM教学最佳实践专业知识的在职教师。该项目行动计划将确定开发早期STEM探究、教学和指导研究机会的步骤。该项目有可能开发一种模式，扩大加州社区学院系统(113所学院)和加州州立大学系统(23所大学)教师教育项目的STEM学生人数。因此，该项目可能为扩大STEM教师培养渠道提供蓝图，从而有助于解决农村STEM教师短缺的问题，并扩大高素质STEM教师队伍。NSF罗伯特·诺伊斯教师奖学金计划支持有才华的STEM本科专业和专业人员成为高需求学区的K-12数学和科学教师，以及在职教师成为STEM大师教师。它还支持对高需求学区K-12教师的持久性、保留率和有效性的研究。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势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, this project aims to serve the national interest in high quality STEM teaching by increasing the number of talented and adaptive STEM teachers in rural California. This project will build capacity to educate STEM teachers by developing a plan to recruit, prepare, and support undergraduate STEM students from two-year and four-year colleges to teach in rural, high-need middle and high schools. By transforming the early experiences of future teachers, the project aims to develop highly qualified STEM educators capable of investing in the next generation of scientists in rural districts and communities. The project partners will develop a plan for two-year teacher preparation pathways that focus on inquiry experiences and STEM research in the first two years of college.The project will establish a regional alliance between three post-secondary Hispanic Serving Institutions (HSIs) and the County Office of Education, which represents 24 school districts in California's Central Coast region. This alliance will collaboratively develop early-access STEM teacher pathways. The HSIs (California State University Monterey Bay, Hartnell College, and Monterey Peninsula College) will plan how to integrate evidence-based components into early STEM teacher pathways. These components include active learning and culturally responsive pedagogy, with the expectation that the additions will contribute to STEM teacher diversity. The Next Generation Science Standards Regional Collaborative Teacher Network, coordinated by the County Office of Education, will provide prospective teachers with access to an inclusive STEM community of practice, which includes in-service teachers with expertise in STEM-teaching best practices. The project action plan will identify steps to develop early STEM inquiry, teaching, and mentored research opportunities. The project has the potential to develop a model for broadening the pool of STEM students who enter teacher education programs at the California Community College System (113 colleges) and the California State University System (23 universities). As a result, this project may provide a blueprint for an expanded STEM teacher preparation pipeline, thus helping to address rural STEM teacher shortages and broaden the pool of highly-qualified STEM teachers. The NSF Robert Noyce Teacher Scholarship Program supports talented STEM undergraduate majors and professionals to become K-12 mathematics and science teachers in high-need school districts and in-service 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.