Preparing and Retaining Diverse, High-Quality Secondary School STEM Teachers in Maryland High-Need Schools

为马里兰州高需求学校培养和留住多元化、高素质的中学 STEM 教师

• 批准号: 1950233
• 负责人: Elena Klimova
• 金额: $ 119.48万
• 依托单位: Bowie State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-07-01 至 2026-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1950233&HistoricalAwards=false
• 关键词: Preparing; Retaining; Diverse; Quality; Secondary

This project aims to help build a diverse STEM teacher workforce in Maryland high-need school districts. Since 2004, Maryland has had a statewide teacher shortage in mathematics and science. The need for mathematics and science teachers is persistently critical in Prince George’s County Public Schools, with whom the project will work. More than ninety percent of the students in Prince George’s County Public Schools are underrepresented minorities. Research has shown that the success of children in school is positively affected by having same-race teachers. Bowie State University, a historically black institution within Prince George’s County, provides an ideal population from which to recruit and prepare highly skilled teachers who match the demographics of the school district. Through internship opportunities, academic scholarships, pedagogical training, and mentoring activities, this project seeks to attract, prepare, support, and retain talented underrepresented minority secondary teachers in Prince George’s County Public Schools and other Maryland high-need school districts. The project includes a partnership with Prince George’s County Public Schools, a high-need school district through achieving three main goals: 1. To support the recruitment and retention of undergraduate STEM majors into Math Education and Science Education programs. 2. To support career development of Noyce scholars committed to teaching in high-need schools. 3. To support success and retention of induction-phase Noyce scholar teachers. This project is modeled on social cognitive career theory, which posits that personal experiences shape and alter career interests. By providing students with meaningful teaching and mentorship opportunities, this project aims to recruit undergraduates majoring in biology and mathematics into teaching careers. To support the success and retention of the Noyce scholars committed to teaching in high-need schools, the project plans continued support during the induction phase of teaching in Prince George’s County Public Schools. A supportive community of educational professionals will be developed through the engagement of Noyce Scholars in a mentoring network with master teachers. To develop teaching self-efficacy, Noyce Scholars will attend pedagogy seminars on culturally responsive educational approaches and career development. The Scholars will have opportunities to attend Praxis II prep workshops, perform action research projects in their yearlong practical classroom experience, attend conferences, and engage in educator networking opportunities. As part of the project’s recruitment and development efforts, a STEM communication club will be created to engage community members in science at public events. For each of the first three years of funding, the project intends to offer 40 paid, semester-long tutoring internships in a Prince George’s County Public School and 18 paid summer internships in the Walter Reed Army Institute of Research’s GEMS program summer camp program. By the end of the award, the project intends to produce at least 23 new secondary teachers who are prepared to engage students in successful learning experiences in high school biology and mathematics. The project’s research and evaluation agenda will measure how program activities impact Scholars’ self-efficacy and outcome expectancy toward choosing teaching as a career. Overall, this project intends to increase the number of underrepresented minority teachers who are well-prepared to teach in high-need schools. It also aims to provide insights into successful methods for training and retaining underrepresented minorities in STEM teaching careers. 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.

该项目旨在帮助马里兰州高需求学区建立多元化的STEM教师队伍。自2004年以来，马里兰州一直存在全州范围内的数学和科学教师短缺问题。乔治王子郡公立学校对数学和科学教师的需求一直很关键，该项目将与他们合作。乔治王子郡公立学校超过百分之九十的学生是代表性不足的少数族裔。研究表明，同种族教师对儿童在学校的成功有积极影响。鲍伊州立大学是乔治王子郡内一所历史悠久的黑人大学，它提供了一个理想的人口来源，可以招募和培养与学区人口结构相匹配的高技能教师。通过实习机会、学术奖学金、教学培训和辅导活动，该项目旨在吸引、培养、支持和留住乔治王子县公立学校和其他马里兰州高需求学区的优秀少数民族中学教师。 该项目包括与乔治王子县公立学校的伙伴关系，通过实现三个主要目标，一个高需求的学区：1。支持本科STEM专业的招聘和保留进入数学教育和科学教育计划。2.支持诺伊斯学者的职业发展，致力于在高需求的学校教学。3.支持成功和留住入门阶段诺伊斯学者教师。该项目以社会认知职业理论为模型，该理论认为个人经历会塑造和改变职业兴趣。透过为学生提供有意义的教学和师友机会，本计划旨在招募主修生物和数学的本科生从事教学工作。 为了支持诺伊斯学者的成功和保留致力于在高需求的学校教学，该项目计划继续支持在乔治王子县公立学校教学的入门阶段。一个支持性的教育专业人士社区将通过诺伊斯学者与大师教师的指导网络的参与来发展。为了培养教学自我效能感，诺伊斯学者将参加关于文化响应教育方法和职业发展的教育学研讨会。学者将有机会参加实践二准备研讨会，在他们为期一年的实践课堂经验，参加会议，并从事教育工作者网络的机会进行行动研究项目。作为该项目招募和发展工作的一部分，将创建一个STEM交流俱乐部，让社区成员在公共活动中参与科学。 在前三年的资助中，该项目打算在乔治王子县公立学校提供40个为期一学期的带薪辅导实习，并在沃尔特里德陆军研究所的GEMS项目夏令营项目中提供18个带薪暑期实习。到奖励结束时，该项目打算培养至少23名新的中学教师，他们准备让学生在高中生物和数学方面获得成功的学习经验。该项目的研究和评估议程将衡量项目活动如何影响学者选择教学作为职业的自我效能和结果预期。总的来说，该项目旨在增加代表性不足的少数民族教师的人数，这些教师已做好充分准备，可以在需求很大的学校任教。 它还旨在为培训和保留STEM教学职业中代表性不足的少数群体的成功方法提供见解。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。