Preparing Undergraduate Science Majors to Teach in High-Need Rural and Urban Schools

该项目旨在满足国家为高需求学区培养高质量科学和数学教师的需要。在高需求的农村和城市学校提高学生的科学成就需要教师谁可以设计符合学生兴趣的日常教学，同时创造支持性和具有挑战性的学习环境。要成为这样的高技能教师，本科生必须学习和实践这些技能的指导下，有才华的导师教师。为此，该项目旨在通过多种学术和实践经验，包括城市和农村学校的教学经验，培养合格的初中和高中STEM教师。至少有一个教学经验将在纽约市公立学校。学校环境中的教学经验将通过相关的实践经验来补充，包括参加科学星期六计划和农村暑期科学夏令营。该项目还将在新教师的第一年教学期间将受支持的职前教师与导师教师配对。该项目在纽约州立大学的奥库塔学院进行，包括与奥库塔市学区、夏洛特谷中心学区和其他农村高需求学校、纽约市公立学校和纽约州硕士教师项目的合作。在该项目的五年跨度，它将提供24个本科科学专业的教学内容的知识和技能，需要成功的教师在高需求的农村和城市学区。本科科学专业将获得化学，生物，物理或地球科学的理学学士学位。项目活动将包括在纽约州立大学奥塔科学探索中心实习，并辅以课外讲习班，重点是在高需求学区成功担任科学教师所需的教学知识和技能。此外，纽约州硕士教师和在职诺伊斯学者教师将担任临床实习导师。研究工作将集中在这些本科生经验对诺伊斯学者的教学知识增长的有效性，具体到高需求学区的教学。这个轨道1：奖学金和津贴项目是通过罗伯特诺伊斯教师奖学金计划（诺伊斯）的支持。诺伊斯计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师和经验丰富的模范K-12 STEM教师，成为高需求学区的STEM硕士教师。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

This project aims to serve the national need of preparing high-quality science and mathematics teachers for high-need school districts. Improving the science achievement of students at high-need rural and urban schools requires teachers who can design daily instruction that aligns with student interests, while creating supportive and challenging learning environments. To become such highly skilled teachers, undergraduates must learn and practice these skills with guidance from talented mentor teachers. To this end, this project aims to prepare certified middle and high school STEM teachers via multiple academic and practical experiences, including teaching experiences in both urban and rural schools. At least one teaching experience will be in a New York City public school. Teaching experiences in school settings will be supplemented by related hands-on experiences, including participation in Science Saturday programs and rural summer science camps. The project will also pair supported preprofessional teachers with mentor teachers during the new teachers' first years in teaching.This project at The State University of New York, College at Oneonta includes partnerships with the Oneonta City School District, Charlotte Valley Central School District, and other rural high-need schools, New York City public schools, and the New York State Master Teacher Program. Over the project’s five year span, it will provide twenty-four undergraduate science majors with the pedagogical-content knowledge and skills needed to succeed as teachers in high-need rural and urban school districts. The undergraduate science majors will earn Bachelor of Science degrees in Chemistry, Biology, Physics, or Earth Science. Project activities will include internships in the SUNY Oneonta Science Discovery Center complemented by extra-curricular workshops focused on pedagogical knowledge and skills requisite to succeed as a science teacher in a high-need school district. Additionally, New York State Master Teachers and in-service Noyce Scholar teachers will serve as clinical placement mentors. Research efforts will focus on the effectiveness of these undergraduate experiences on Noyce Scholars’ pedagogical knowledge growth specific to teaching in high-need school districts. This Track 1: Scholarships and Stipends project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 STEM teachers to become STEM master teachers in high-need school districts. It also supports research on the persistence, retention, and effectiveness of K-12 STEM 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.