Preparing Highly Qualified, Diverse Secondary STEM Teachers for High-Need New York Schools

该项目旨在满足国家培养高素质、多样化STEM教师的需求，这些教师致力于在高需求学区任教。在全国的K-12学校，教师的人口结构与学生的人口结构不匹配。本项目旨在通过招聘、培养和支持由16名数学、生物、化学、地球科学和物理教师候选人组成的多元化群体，在高需求学校系统任教，从而解决这一差距问题。本科生将从Mercy学院现有的STEM专业中招募，并将完成为期五年的双学位课程，他们将获得STEM专业的学士学位和青少年教育的硕士学位。此外，学士学位后的STEM学位持有人将被招募攻读青少年教育和教学认证的硕士学位。通过课程作业、实地观察、临床实习和垂直专业学习社区，未来的教师将成为明确的反种族主义者，他们可以积极打破障碍，解决学校社区的不平等问题。梅西学院（一所为西班牙裔服务的机构）的这个项目包括与城市数学研究所、布朗克斯民主预科高中、扬克斯公立学校、切斯特-莱港市学区、新罗谢尔市学区、卓越教育特许学校、新愿景高等数学和科学特许高中、以及纽约州立大学普切斯分校和萨拉劳伦斯学院的合作。它将采取社会公正的方法来支持教师的能动性、自我效能和留任。项目目标包括：1)从两组中招募16名未来的数学和科学教师：将完成学士/硕士学位课程并获得教师认证的本科数学或科学专业人员和将完成硕士学位课程并获得教师认证的STEM专业人员；2)帮助高需求地区的教师实施强有力的、以学生为中心的STEM教学法；3)确定高需求学校的管理者认为新教师成功和坚持教学所必需的品质和能力。项目研究将探索招聘代表性不足的少数民族进入STEM教学、提高高需求学校的教师留任率以及了解管理者对如何最好地为教师在高需求学校工作做好准备的观点等方面的最佳实践。该项目还将推进如何在STEM教师培训过程中促进社会正义的知识，以及在科学和数学课堂中实现技术与工程的真正整合。本项目由Robert Noyce教师奖学金项目（Noyce）资助。Noyce项目支持有才华的STEM专业学生和专业人士成为有效的K-12 STEM教师，并支持经验丰富的模范K-12教师成为高需求学区的STEM大师教师。它还支持对高需求学区K-12 STEM教师的持久性、留任性和有效性的研究。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识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 highly qualified, diverse STEM teachers who are committed to teaching in high-need school districts. In K-12 schools nationwide, the demographics of teachers do not match those of their students. This project aims to address this disparity by recruiting, preparing, and supporting a diverse group of 16 teacher candidates in mathematics, biology, chemistry, earth science and physics to teach in high-need school systems. Undergraduates will be recruited from current STEM majors at Mercy College and will complete a five-year dual degree program in which they will earn a BS in a STEM major and an MS in Adolescent Education. In addition, post-baccalaureate STEM degree-holders will be recruited to pursue an MS in Adolescent Education and teaching certification. Through coursework, field observations, clinical residencies, and vertical professional learning communities, the future teachers will work to be explicitly anti-racist, who can actively break down barriers and address inequities in school communities. This project at Mercy College (a Hispanic-serving institution) includes partnerships with Urban Institute of Mathematics, Democracy Prep Bronx High School, Yonkers Public Schools, Port Chester-Rye City School District, the City School District of New Rochelle, the Charter School for Educational Excellence, and New Visions Charter High School for Advanced Math and Science, as well as the State University of New York at Purchase and Sarah Lawrence College. It will take a social justice approach to supporting teachers’ agency, self-efficacy, and retention. Project goals include to: 1) recruit a diverse group of 16 prospective mathematics and science teachers from two groups: undergraduate mathematics or science majors who will complete a BS/MS degree program with teacher certification and STEM professionals who will complete a master's degree program with teacher certification; 2) help teachers in high-need districts implement strong, student-centered STEM pedagogy; 3) identify the qualities and competencies that administrators of high-need schools consider to be necessary for new teacher success and persistence in teaching. Project research will explore best practices related to recruiting underrepresented minorities into STEM teaching, improving teacher retention in high-need schools, and understanding administrators’ perspectives on how to best prepare teachers to work in high-need schools. The project will also advance knowledge of how to promote social justice within STEM teacher preparation, along with authentic integration of technology and engineering in science and math classrooms. This Track 1: Scholarships and Stipends project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM 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.