Weber State Mathematics and Science Teacher Propel Project

该项目旨在满足国家培养更多高素质科学和数学教师的需要。“推进”项目将通过向传统的STEM本科生提供教学机会，解决地方和国家数学和科学教师短缺的问题。近年来，合格的科学和数学教师的培养停滞不前。 因此，增加这些领域的合格教师人数对学校和社区至关重要。该项目实施了一个“实践-启动”模式，潜在的学者开始通过“参与”非正式的教学经验来准备，然后成为诺伊斯学者，在那里他们通过课堂学徒和专业课程“实践”，然后在精心设计的同行，大学和地区支持系统内“启动”进入教学行业。除了新的招聘和指导外，该项目还将为STEM本科生提供教育背景下的实习机会，这是一个专注于支持数学和科学教学的指导合作小组，以及为期两年的奖学金。两年的奖学金支持将授予STEM领域的学生，他们致力于完成STEM学士学位并获得教师执照，然后在当地高需求学区任教四年。韦伯州立大学的这个项目包括其科学和教育学院与北方犹他州的奥格登、韦伯和戴维斯学区之间的合作。三个目标为项目活动提供了框架。首先是增加合格的、有执照的数学和科学教师的数量，他们将在当地高需求学校的中学课堂上任教，特别是在5年的赠款期限内提供18名这些领域的新教师。其次是为未来的科学和数学教师创造一个明确的招聘和发展途径，包括辅导机会，当地社区参与教育，以及在本科课程期间在教室工作的机会。第三是使韦伯州立大学科学学院、教育学院和当地教室之间建立伙伴关系，为未来和早期职业科学和数学教师提供指导机会。在学生体验期间提供教学机会、支持和课堂指导的脚手架将为教师招聘和专业学习提供一个模式。 内容课程、教育课程和中学课堂的综合经验将是对这种合作呼吁的明确回应。该项目将研究如何利用辅导机会招聘教师。 此外，该项目还将测试对早期职业教师的支持和在大学教师培训计划中的整合。与他们的导师，学者将开始在实践中反思项目，他们反映了他们不断发展的专业身份作为一个教育工作者。 所有这些功能将通过调查和采访学生之前和之后，他们在参与推进学者计划，以及通过定量跟踪从事教育实习的学生人数，并最终获得许可证在科学和数学教学进行定性评估。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。

The project aims to serve the national need of preparing more high-quality teachers of science and mathematics. The "Propel" project will address shortages of mathematics and science teachers, both locally and nationally, by promoting teaching opportunities to traditional STEM undergraduates. Production of qualified science and mathematics teachers has become stagnant in recent years. Therefore, it is critical to schools and communities that the number of qualified teachers is boosted in these fields. The project implements an engage-practice-launch model, in which potential Scholars begin their preparation by “engaging” in informal teaching experiences, then become Noyce Scholars, where they “practice” through classroom apprenticeships and specialized coursework, and then “launch” into the teaching profession within a carefully crafted system of peer, university, and district support. In addition to new recruitment and mentoring, the project will provide internships in educational contexts for STEM undergraduates, a mentored collaborative group focused on supporting mathematics and science teaching, and two-year scholarships. Two years of scholarship support will be awarded to students in STEM fields who dedicate themselves to completing a STEM baccalaureate degree and earning a teaching license, and then teaching in a local, high-need school district for four years. This project at Weber State University includes partnerships between its colleges of science and education with Ogden, Weber, and Davis School Districts in northern Utah. Three goals provide a framework for the project's activities. First is to increase the number of qualified, licensed mathematics and science teachers who will teach in secondary classrooms in high-needs schools in the local area, specifically providing 18 new teachers in these fields during the 5-year grant duration. Second is to create a clear recruitment and development pathway for future science and math teachers that includes tutoring opportunities, local community engagement in education, and opportunity to work in classrooms during undergraduate programs. And third is to enable partnerships between Weber State’s College of Science, College of Education, and local classrooms that feature mentorship opportunities for future and early career science and math teachers. Scaffolding of teaching opportunities, support, and classroom mentoring during students’ experiences will provide a model for teacher recruitment and professional learning. Integrated experiences in content coursework, education coursework, and secondary classrooms will be explicit responses to calls for such collaboration. This project will examine using tutoring opportunities to recruit teachers. Additionally, the project will test support for and integration of early career teachers within a university program of teacher preparation. With their mentors, Scholars will begin a Reflection-in-Practice project in which they reflect on their evolving professional identity as an educator. All these features will be qualitatively evaluated by surveying and interviewing students before and after their participation in the Propel Scholar program, as well as by quantitatively tracking numbers of students engaged in educational internships and eventually obtaining licensure in science and math teaching. 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 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.