Supporting, Mentoring and Retaining New STEM Secondary Educators Through Major Transitions from Recruitment to Highly Effective Teacher

该项目旨在通过培养高效的高中STEM教师来服务国家，以满足全国STEM领域教师的短缺。教师流动仍然是一个长期存在的问题，30%的新教师在入职一年后跳槽或离开教师行业。该提案旨在增加乔治梅森大学和弗吉尼亚社区学院系统选择STEM中学教学职业的学生人数。它还旨在指导他们完成第一年的教学，并支持他们成为高效的在职教师，直到第四年甚至更久。该项目还应对了因COVID-19大流行而导致的K-12教育变化。因此，该项目还打算培养未来的教师，使他们在虚拟、面对面和混合教学方面表现出色，并成为受疫情影响严重的学生和学校的高效教师。乔治梅森大学的这个项目包括与弗吉尼亚社区学院系统、威廉姆斯王子县学校和费尔法克斯县学校的合作。项目目标包括支持和指导35名未来的教师，帮助他们完成专业教育和职业转型，成为未来的STEM中学教师，包括他们的入职和最初的服务年限。招聘工作将包括与弗吉尼亚社区学院系统合作，在职业发展研讨会中开发创新项目，以及与STEM和教育部门的大学职业服务行业专家建立伙伴关系。这个项目的一个新颖之处在于，科学学院学习助理项目将作为招募STEM本科学生进入K-12教学的资源库。学习助理研讨会使这些学生能够通过在研讨会上学习技能并在课堂上实践这些技能来建立有效教学的基本技能。在STEM领域招募的潜在中学教师，主修生物、化学和物理，将在其大三和大四期间获得奖学金。最后，一个名为“教师团队”的网络将由乔治梅森项目的成功校友组成并领导，他们在高需求的学校教书，希望支持即将上任的教师。教师团队的学科领域将包括地球科学与数学/物理/信息技术、生物和化学。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。

The project aims to serve the nation by developing highly effective high-school STEM teachers to meet the national shortage of teachers in STEM fields. Teacher turnover remains a persistent problem and thirty percent of new teachers move or leave the profession after their first year. This proposal aims to increase the number of George Mason University and Virginia Community College System students who choose STEM secondary teaching careers. It also aims to mentor them through their first year of teaching and support them to be highly effective in-service teachers to their 4th year and beyond. The project also responds to the changes in K-12 education resulting from the COVID-19 pandemic. Thus, the project also intends to prepare future teachers to excel in virtual, in-person, and hybrid instruction and to be highly effective teachers for students and at schools that have been disproportionately impacted by the pandemic.This project at George Mason University includes partnerships with the Virginia Community College System, Prince Williams County schools, and Fairfax County schools. Project goals include supporting and mentoring 35 prospective teachers through their major education and career transitions as future STEM secondary teachers, including their induction into teaching and initial years of service. Recruitment efforts will include working with Virginia Community College System to develop innovative programming in career development workshops, as well as leveraging a partnership with the University Career Services Industry Specialists for STEM and education sectors. A novel element of this project is that the College of Science Learning Assistant program will serve as a pool for recruitment of undergraduate STEM students into K-12 teaching. The Learning Assistant Seminar enables these students to build a basic skillset in effective teaching by learning skills in the seminar and practicing them in the classroom. Recruited potential secondary teachers in STEM, majoring in biology, chemistry, and physics, will be financially supported with scholarships in their junior and senior years. Finally, a network called, TeacherTeams, will be formed and led by successful George Mason program alumni who are teaching in high-need schools and want to support upcoming teachers. Subject areas of TeacherTeams will include Earth Science and Math/Physics/IT, Biology and Chemistry. 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.