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

在美国国家科学基金会Robert Noyce教师奖学金项目的支持下，该项目旨在通过增加加州农村地区有才华和适应性强的STEM教师的数量，为高质量的STEM教学服务。该项目将通过制定一项计划，招募、培养和支持来自两年制和四年制大学的本科STEM学生到农村高需求的初中和高中任教，从而培养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，有能力投资于农村地区和社区的下一代科学家。项目合作伙伴将制定一项为期两年的教师培训计划，重点关注大学前两年的探究经验和STEM研究。该项目将在三所高等教育西班牙裔服务机构（hsi）和县教育办公室之间建立一个区域联盟，县教育办公室代表加州中央海岸地区的24个学区。该联盟将共同开发早期STEM教师途径。hsi（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早期STEM教师途径中。这些组成部分包括主动学习和文化响应教学法，期望这些增加将有助于STEM教师的多样性。由县教育办公室协调的下一代科学标准区域合作教师网络将为未来的教师提供一个包容性的STEM实践社区，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，以扩大进入加州社区学院系统（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学生的数量。因此，该项目可以为扩大STEM教师准备渠道提供蓝图，从而帮助解决农村STEM教师短缺问题，扩大高素质STEM教师的数量。美国国家科学基金会Robert Noyce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硕士教师。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, 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.