Supporting Teacher Scholars through Education and Professional Development in Place-Based Education

该项目旨在满足国家对高素质科学、技术、工程和数学(STEM)教师的需求。具体地说，该项目旨在增加科罗拉多州高需求K-12学区高效STEM教师的数量。科罗拉多州至少80%的学区服务于农村社区，在招聘和留住STEM教师方面存在困难。为了满足这一需求，该项目将招收STEM本科生，为他们提供奖学金、专业发展、指导和其他支持，帮助他们攻读STEM学位，成为认证教师，并开始他们的教学生涯。该项目包括一个中心目标，即为这些诺伊斯学者和在职教师提供侧重于以地方为基础的教育的专业发展。基于场所教育原则的课程包括促进公民参与的目标，并且具有地方性、实用性和跨学科的特点。该项目旨在帮助在职教师和新入职的STEM教师设计课程，使他们的学生参与有意义的探究活动，并帮助新教师更熟悉并扎根于他们的新学校社区。该项目的另一个特点是，通过在特定学科的教育课程中支持潜在的候选人，重点招聘新的STEM教师。该项目的预期结果是为科罗拉多州高需求的学区培养32名高素质的STEM教师。这些新教师将帮助填补科罗拉多州农村地区这些教师的严重短缺。科罗拉多州立大学的这个项目包括与科罗拉多州波德雷、托马斯和摩根县学区的合作。该项目将准备和支持32名本科生STEM专业(分四组)成为STEM教师。目标专业包括数学、生物、化学和物理。项目目标包括：(1)通过聘用本科生在当地K-12学校担任STEM助理来招聘新的STEM教师；(2)培养潜在和现有STEM教师的能力，以制定强有力的、基于标准的课程，将本地相关的地点问题纳入其中；以及(3)提高高需求K-12学校的新手STEM教师的质量和留住他们的能力。该项目旨在建立一个招聘新的STEM教师的渠道，并创建一个跨学科的职前和在职教师社区，专门从事与当地相关的STEM教学，在高需求学校，特别是农村学区。该项目的更广泛影响将通过为大学开发跨STEM学科的强大教师教育项目的模式来展示。项目评价计划旨在深入了解项目战略的有效性，以确定可在其他环境中推广的有效战略。这个Track 1：奖学金和津贴项目由罗伯特·诺伊斯教师奖学金计划(Noyce)提供支持。Noyce计划支持有才华的STEM本科专业和专业人员成为有效的K-12 STEM教师，并支持经验丰富、模范的K-12 STEM教师成为高需求学区的STEM硕士教师。它还支持对高需求学区K-12 STEM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。

This project aims to serve the national need for high-quality science, technology, engineering, and math (STEM) teachers. Specifically, this project is designed to increase the number of highly effective STEM teachers in high-need K-12 school districts in Colorado. At least 80% of school districts in Colorado serve rural communities and have trouble recruiting and retaining STEM teachers. To address this need, the project will recruit undergraduate STEM students, provide them with scholarships, professional development, mentoring, and other supports as they pursue their STEM degrees, become certified teachers, and begin their teaching careers. The project includes a central goal of providing these Noyce Scholars, as well as in-service teachers, with professional development focused on Place-Based Education. Lessons based on Place-based Education principles include a goal of promoting civic engagement, and are locally relevant, practical, and transdisciplinary. The project intends that professional development in Place-based Education will help in-service and new STEM teachers design lessons that engage their students in meaningful inquiry activities, and also help the new teachers become more familiar with and rooted in their new school community. An additional feature of the project is its focus on recruitment of new STEM teachers by supporting potential candidates in discipline-specific educational coursework. The anticipated outcome of this project is to prepare 32 highly qualified STEM teachers for high-need Colorado school districts. These new teachers will help to fill critical shortages of these teachers in rural areas of Colorado. This project at Colorado State University includes partnerships with Poudre, Thomas, and Morgan County School Districts in Colorado. The project will prepare and support 32 undergraduate STEM majors (in four cohorts) to become STEM teachers. The targeted majors include mathematics, biology, chemistry, and physics. Project goals include: (1) recruiting new prospective STEM teachers by hiring undergraduates to be STEM Assistants in local K-12 schools; (2) building capacity for prospective and current STEM teachers to develop robust, standards-based curricula that integrates locally-relevant place-based issues; and (3) improving the quality and retention of novice STEM teachers in high-need K-12 schools. The project intends to develop a pipeline for recruiting new STEM teachers, as well as to create an interdisciplinary community of pre- and in-service teachers dedicated to locally relevant STEM teaching in high-need schools, especially those in rural school districts. The broader impact of this project will be demonstrated by developing and testing a model for universities to develop strong teacher education programs across STEM disciplines. The project evaluation plan is designed to provide insights into the effectiveness of project strategies to identify the effective ones for replication in other settings. 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.