A Collaborative Approach to Recruiting, Preparing, and Retaining STEM Teachers from Community College to University and Beyond

招聘、培养和留住从社区学院到大学及其他领域的 STEM 教师的协作方法

• 批准号: 2050472
• 负责人: Carrie-Anne Sherwood
• 金额: $ 144.87万
• 依托单位: Southern Connecticut State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-04-01 至 2026-03-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2050472&HistoricalAwards=false
• 关键词: Collaborative; Approach; Recruiting; Preparing; Retaining

This project aims to serve the national need of preparing diverse, highly effective, culturally responsive secondary science and math teachers for high-need school districts. To do so, the project will recruit diverse teacher candidates by leveraging an existing partnership with Gateway Community College and by using resources of several Southern Connecticut State University offices, centers, and departmental initiatives. As a result of this project, at least 30 undergraduates will become certified teachers in high-demand STEM areas, including chemistry, physics, and mathematics. Teacher candidates will receive scholarship support in their junior and senior years and will earn a baccalaureate degree in a STEM discipline, as well as certification to teach at the secondary level. The project activities and supports will help these Noyce Scholars learn to use an integrated system of academic and social interventions to increase their students’ STEM learning. The project will assist in retaining these new teachers via existing relationships with K-12 school districts and through peer and faculty support. Results of the project will inform national models for improving STEM teacher recruitment, preparation, and retention. As a result, the project will help to meet the vital need of serving the nation’s increasingly diverse student population as a whole and traditionally underserved students in particular.This project at Southern Connecticut State University includes partnerships with Gateway Community College, three local high-need public school districts (New Haven, Hamden, and Meriden Public Schools), and one regional education service center (Cooperative Educational Services). Project goals include: developing transfer and dual-admission pathways that will increase recruitment of a more diverse pool of undergraduate STEM education majors into teaching; addressing the STEM teacher workforce needs of the state through a synergistic web of support to rigorously prepare highly effective STEM teachers, and by utilizing a unique university-district induction partnership to support and retain new teachers in high teacher turnover schools; and establishing the scalability of each of these innovative recruitment, preparation, and retention initiatives for other two- and four-year institutions and high-need districts both statewide and nationally. Strategic program activities include collaborative STEM and education faculty mentorship and advising, peer and alumni mentoring, and extensive practical experiences in both STEM and education fields. Induction activities include leveraging the pre-existing statewide training program and increasing the number of mentor teachers prepared through this program. Project outcomes will include the generation of models for the effective recruitment, preparation, and retention of more diverse STEM teachers in high-need districts, and the contribution of knowledge to the field of STEM teacher education. 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.

该项目旨在满足全国为高需求学区培养多样化、高效、对文化敏感的中学科学和数学教师的需求。为此，该项目将利用与Gateway社区学院现有的合作伙伴关系，并利用南康涅狄格州立大学几个办公室、中心和部门倡议的资源，招募不同的教师候选人。由于这个项目，至少30名本科生将成为高需求STEM领域的认证教师，包括化学、物理和数学。教师候选人将在他们的大三和大四获得奖学金支持，并将获得STEM学科的学士学位，以及中学水平的教学认证。项目活动和支持将帮助这些Noyce学者学会使用学术和社会干预的综合系统来提高学生的STEM学习。该项目将通过与K-12学区的现有关系以及同伴和教师的支持来帮助留住这些新教师。该项目的结果将为改善STEM教师招聘、准备和保留的国家模式提供参考。因此，该项目将有助于满足为全国日益多样化的学生群体提供服务的关键需求，特别是传统上得不到服务的学生。南康涅狄格州立大学的这个项目包括与盖特威社区学院、三个当地高需求公立学区（纽黑文、哈姆登和梅里登公立学校）和一个区域教育服务中心（合作教育服务）合作。项目目标包括：发展转学和双录取途径，以增加更多不同STEM教育专业本科学生的招聘；通过协同支持网络，严格培养高效的STEM教师，并利用独特的大学-地区入职伙伴关系，在教师流动率高的学校支持和留住新教师，解决该州对STEM教师队伍的需求；并为其他两年制和四年制院校以及全州和全国的高需求地区建立这些创新的招聘、准备和保留计划的可扩展性。战略项目活动包括合作STEM和教育教师指导和建议，同行和校友指导，以及STEM和教育领域的广泛实践经验。入职活动包括利用现有的全州培训计划，并通过该计划增加导师教师的数量。项目成果将包括为高需求地区有效招聘、准备和留住更多样化的STEM教师制定模式，以及为STEM教师教育领域贡献知识。本项目由Robert Noyce教师奖学金项目（Noyce）资助。Noyce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，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。