Empowering STEM Teachers with Earned Doctorates: A Noyce Program for Elementary and Middle School Mathematics Teachers

该项目旨在通过提供有关拥有博士学位的K-12 STEM教师的影响以及他们作为学校和学区教学领导者的作用的新的和重要的信息，为国家利益服务。通过采用了解研究情况和公平的政策、做法和结构，该项目旨在提高K-8数学教师在其学校和学区担任领导的能力和专门知识。该项目有可能激励在K-12学校拥有博士学位的数学教师的价值，为他们建立优先地位，并使他们的价值专业化，因为在这些学校，研究和实践可以很容易地联系起来。参与的15名教师将获得K-8数学教育专业教育学博士学位。他们还将参加中佛罗里达大学-奥兰治县公立学校教师领导学院。该项目旨在通过提高参与教师的能力、知识和社会公正意识；2)数学教学知识；3)教学教学知识；以及4)领导能力，来提高参与教师的影响力。中佛罗里达大学(UCF)的这个项目包括与奥兰治县公立学校(OCPS)和奥兰多市年(City Year Orlando)的合作，后者是一个非营利性组织，其成员是来自不同背景的年轻人，在OCPS担任一年的社区服务，担任学生成功教练。该项目有可能成为一项变革性的努力，将通过15个教师论文研究项目产生广泛的必要研究，为实际执行全国数学教师理事会提出的促进变革框架中提出的四项关键建议提供信息。UCF-OCPS教师领导学院由三个相互关联和协同的组成部分组成(例如，多层次指导周期，将数学重新定位为门户，以及指导未被充分代表的STEM教育专业人员)，将为教师在其城市课堂环境中申请提供结构和支持。这些结构和支持包括铲除不公平的政策、做法和结构，如“促进变革”中所述。该项目将作为一种创新模式，赋予STEM教师获得博士学位的能力，并增加STEM领域的教师多样性。UCF-OCPS Noyce教师领导学院旨在直接影响200多名额外的K-8数学教师、30多名管理人员、该项目教师授课学校的约9000名学生、200多名奥兰多城市年的年轻人和2000名城市年奥兰多服务的学生。将使用定量和定性方法来确定项目的循证成果。该项目的领导团队将通过国家和区域演示、参考期刊文章和公开可用的资源网站来传播该项目的成果。这个Track 3：大师教学奖学金项目由罗伯特·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 interest by providing novel and important information regarding the impact of K-12 STEM teachers with a doctorate degree and their roles as instructional leaders in their schools and district. By applying research-informed and equitable policies, practices, and structures, the project intends to increase the capacity and expertise of K-8 mathematics teachers to serve as leaders in their schools and districts. The project has the potential to incentivize, build precedence for, and professionalize the value of mathematics teachers with doctoral degrees in K-12 school settings, where research and practice can be readily linked. The 15 participating teachers will earn a specialized doctorate of education in K-8 Mathematics Education. They will also attend the University of Central Florida-Orange County Public Schools Teacher Leader Academy. This project aims to advance the impact of participating teachers by increasing their: 1) ability, knowledge, and social justice mindset; 2) mathematical content knowledge; 3) pedagogical content knowledge; and 4) leadership capacity. This project at the University of Central Florida (UCF) includes partnerships with Orange County Public Schools (OCPS), and City Year Orlando, a nonprofit whose members are young adults from diverse backgrounds serving one year of community service in OCPS as student success coaches. The project has the potential to be a transformative endeavor that will, through the 15 project teachers' dissertation studies, produce a broad collection of needed studies to inform the practical implementation of the four key recommendations outlined in the National Council of Teachers of Mathematics Catalyzing Change framework. Organized by three interconnected and synergistic components (e.g., Multilayered Coaching Cycles, Repositioning Mathematics as a Gateway, and Mentoring Underrepresented STEM Education Professionals), the UCF-OCPS Teacher Leader Academy will provide a structure and support for teachers to apply in their urban classroom settings. These structures and supports include the uprooting of inequitable policies, practices, and structures described in Catalyzing Change. The project will serve as an innovative model for empowering STEM teachers with earned doctorates and increasing diversity of teachers in STEM fields. The UCF-OCPS Noyce Teacher Leader Academy aims to directly impact more than 200 additional K-8 mathematics teachers, more than 30 administrators, the estimated 9000 students in the schools where the project's teachers teach, more than 200 City Year Orlando young adults, and 2000 students served by City Year Orlando. Both quantitative and qualitative methods will be used to determine evidence-based outcomes of the project. The project's leadership team will disseminate results of the project through national and regional presentations, refereed journal articles, and a publicly-available website of resources. This Track 3: Master Teaching Fellowships 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.