Increasing the Number and Diversity of Highly Effective STEM Teachers in High-need Urban School Districts

该项目旨在满足国家对高需求城市学校高效，多样化STEM教师的需求。在未来十年中，教师培训工作将受到学校管理人员更替、社会和政策变化以及人口变化的挑战。因此，培养优秀的教师将变得更加重要。 该项目旨在提高高中生，社区大学生，本科STEM专业和STEM职业转换者对教学职业的兴趣。该项目采用创新的管道开发方法，包括从城市高需求高中招聘潜在教师，并通过开发双招生计划来加速大学学位的获得。通过为高中和本科生提供早期教学经验，该项目有可能提高学生对教学的兴趣。 由于这些教学经验中有许多将作为服务学习项目进行，这些努力将有利于社区。该项目将利用STEM教学方法课程和本科城市教育课程，帮助未来的教师了解城市教育的背景，包括挑战和数据驱动的教育策略，以提高学生的成绩。达文波特大学（DU）的这个项目包括与大急流城社区学院和四个高需求的当地教育机构（底特律公立学校社区区，马斯克贡高地公立学校学院系统，西密歇根希望学院和大急流城公立学校）的合作伙伴关系。该项目旨在加强招聘渠道，并增加DU城市教育教师准备计划中合格STEM候选人的规模和多样性。该项目旨在招聘，提供奖学金或津贴，教育和毕业23名潜在的STEM教师。 这些学生将包括15名符合条件的大三和大四学生，他们将攻读计算机科学或生物实验室科学学士学位，以及8名STEM专业的职业转换者。这些未来的教师将准备获得密歇根州的K-12教师执照，重点是生物，化学，物理，综合科学和/或数学。他们还将获得在实施与文化相关的教学模式方面的经验。 认证后，新教师将获得指导，学术资源和入职支持，以成功过渡到高需求的城市学区的教学生涯。该项目将收集数据，并分析服务学习经验，指导，辅导和强化课程强调文化响应的教学实践如何准备未来的STEM教师在城市STEM课堂上成为成功的STEM教师。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。

This project aims to serve the national need for highly effective, diverse STEM teachers in high-need urban schools. Over the next decade, teacher preparation efforts will be challenged by school administration turnover, social and policy changes, and demographic shifts. Thus, preparing excellent teachers will become even more important. This project is designed to increase interest in teaching careers among high school students, community college students, undergraduate STEM majors, and STEM career changers. The project features an innovative pipeline development approach that includes recruiting potential teachers from urban high-need high schools and by developing dual enrollment programs that accelerate college degree attainment. By offering early teaching experiences to high school and undergraduate students, the project has the potential to increase student interest in teaching. Since many of these teaching experiences will be conducted as service-learning projects, these efforts will benefit the community as well. The project will leverage STEM teaching methods courses and undergraduate urban education courses to help prospective teachers understand the context of urban education, including challenges and data-driven educational strategies that increase student achievement. This project at Davenport University (DU) includes partnerships with Grand Rapids Community College and four high-need local educational agencies (Detroit Public Schools Community District, Muskegon Heights Public School Academy System, Hope Academy of West Michigan, and Grand Rapids Public Schools). The project aims to strengthen the recruitment pipeline and increase the size and diversity of the pool of eligible STEM candidates in DU’s Urban Education teacher preparation program. The project aims to recruit, provide scholarships or stipends, educate, and graduate 23 prospective STEM teachers. These students will include 15 eligible juniors and seniors pursuing a Bachelor of Science in Computer Science or Biological Laboratory Science and 8 STEM professional career changers. These prospective teachers will be prepared to gain Michigan K-12 teacher licensure with a focus on biology, chemistry, physics, integrated science, and/or mathematics. They will also gain experience in implementing culturally relevant pedagogical models of instruction. Upon certification, the new teachers will receive mentoring, academic resources, and induction support to successfully transition into a teaching career in high-need, urban school districts. The project will collect data and analyze how service-learning experiences, mentoring, coaching, and an enhanced curriculum emphasizing culturally responsive teaching practices prepares prospective STEM teachers to be successful STEM teachers in urban STEM classrooms. 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.