Growing Highly Qualified Mathematics Teachers for a High-Need Rural Area

该项目解决了全国数学教师短缺的问题，这些教师已做好充分准备，可以为农村地区的高需求学生提供服务。该项目将招收本科STEM学生完成数学和数学教育双专业，并成为合格的初中/高中数学教师。这些学生被称为“诺伊斯学者”，他们将获得两年双专业课程的全部大学学费和所需的教师执照考试的财政支持。诺伊斯学者将参加一个专业的学习社区和研讨会，探讨社会情感学习，韧性和不良童年经历等主题。 该项目的一个创新特点是，就与经历过创伤的青年合作的有效战略进行培训。毕业后，诺伊斯学者将在高需求的学校就业。在他们教学生涯的头两年，他们将接受指导和额外的培训。 这种支持旨在帮助他们继续发展成为有效的教师，他们在文化上具有敏感性，弹性，并擅长在包括美洲原住民和农村人口在内的高需求学校教学。诺伊斯学者将在高需求的学校任教至少四年。贝米吉州立大学的这个项目包括与以下学校的合作伙伴关系：学校资源、诺曼代尔和梅萨比山脉社区学院、西北服务合作社、源井、卡斯湖-贝纳学区、拉波特学区、红湖学区、学校工艺学习社区和玛丽使命学校。项目目标包括：（i）招聘和教育16名主修数学和数学教育的优秀本科生;（ii）确定使职前教师能够与高需求学生一起工作的重要因素;以及（iii）增加高需求领域的持牌中学数学教师人数。该项目整合了关于不良童年经历的研究，记录了有这种经历的人所面临的健康和心理挑战。 这些知识将被整合为学习社区的一部分，旨在通过严格的STEM双专业支持诺伊斯学者。项目评估将包括探索教育诺伊斯学者关于学习学者的社会和情感方面对农村学校教学效果的影响。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 addresses the national shortage of mathematics teachers who are well prepared to serve high-need students in rural areas. The project will recruit undergraduate STEM students to complete double majors in mathematics and mathematics education, and to become certified middle/high school mathematics teachers. These students, called “Noyce Scholars,” will receive financial support for the full cost of college attendance for the two years of the double major program, and for the required teacher licensure exams. The Noyce Scholars will participate in a professional learning community and workshops that explore topics such as social-emotional learning, resilience, and adverse childhood experiences. Training in effective strategies for working with youth who have experienced trauma is an innovative feature of the project. Upon graduation, Noyce Scholars will be employed in high-need schools. During the first two years of their teaching careers, they will receive mentoring and additional training. This support is designed to help them continue to develop as effective teachers who are culturally responsive, resilient, and skilled at teaching in high-need schools that include Native American and rural populations. Noyce Scholars will be expected to teach in high-need schools for at least four years.This project at Bemidji State University includes partnerships with Peacemaker Resources, Normandale and Mesabi Range Community Colleges, Northwest Service Cooperative, Sourcewell, Cass Lake – Bena School District, Laporte School District, Red Lake School District, Schoolcraft Learning Community, and St. Mary’s Mission School. Project goals include: (i) recruiting and educating 16 undergraduate highly capable undergraduates who are double majoring in mathematics and mathematics education; (ii) identifying significant factors in preparing pre-service teachers to work with high-need students; and (iii) increasing the available pool of licensed secondary mathematics teachers in a high-need area. The project integrates research on Adverse Childhood Experiences, which documents the health and mental challenges faced by people who have a history of such experiences. This knowledge will be integrated as part of the learning community designed to support the Noyce Scholars through a rigorous STEM double major. Project evaluation will include exploration of the impact of educating Noyce Scholars about social and emotional aspects of learning Scholars on their teaching effectiveness in rural schools. 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.