A Community-Based Approach to Inclusive STEM Teacher Preparation

该项目旨在通过培养自信、灵活、高效的教师来服务于国家利益，这些教师可以在高需求学校与不同的学生及其家庭建立联系。该项目还侧重于学习如何支持教师自身的社会情感需求。在公立学校日益多样化、COVID-19大流行和社会冲突持续造成压力的今天，这两个目标尤为重要。了解将STEM概念应用于现实世界问题的教师可以为所有学生，特别是来自不同社区的学生增加内容的相关性和应用。专注于缩小机会差距的STEM教育工作者认识到，需要在STEM领域采取更多跨学科方法，以在高需求学校培养公平和包容的做法。这个项目的方法是以学生为中心的，它将支持Noyce学者作为学习者，并帮助STEM教师以自己学生的不同需求为中心。丹佛大都会州立大学的这个项目包括与奥罗拉公立学校、奥罗拉公立学校：行动区和阿瓦达早期学院的合作。这五年期间的项目目标包括为17名数学和科学领域的本科生和研究生提供资金和全面支持，帮助他们进入教师培训项目并过渡到教学阶段。这个项目的特点是一个新的教师入职计划，重点是能力建设、社区建设和社会情感学习。它的组成部分包括近同伴指导、专业学习社区、合作教学和课程研究。这些努力是建立在Noyce先前资助的项目的基础上的，这些项目是在过去五年中建立的，旨在培养一个学习者社区。参与者应该培养一种归属感，共同的使命，并提高专业能力。该项目旨在支持成果，包括包容性的STEM教学和学习、实地体验、近同伴指导、跨学科联系、家庭参与和跨年级的垂直整合。更广泛的影响和智力价值是基于对STEM教师准备和新教师入职支持中整合跨学科STEM经验和联系的影响的调查。外部评估旨在确保实施过程高效有效地进行，并将提供有关项目及其各种要素对参与学生影响的总结性数据。传播将通过一系列地方、区域和国家从业者网络进行。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在高需求学区成为有效的K-12 STEM教师和经验丰富的教师。它还支持对高需求学区K-12 STEM教师的有效性和留任率的研究。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 interest by preparing confident, flexible, effective teachers who can connect with diverse students and their families in high-need schools. This project also focuses on learning about ways to support teachers’ own social-emotional needs. Both goals are especially important in today’s context of ever more diversifying public schools and the ongoing strains due to the COVID-19 pandemic and social conflict. Teachers who understand the application of STEM concepts to real world problems can serve to increase relevance and application of content for all students, especially those students from diverse communities. STEM educators focused on closing opportunity gaps recognize the need for more interdisciplinary approaches in STEM to cultivate equitable and inclusive practices in high-need schools. The approach of this project is student-centered, in both the ways it will support Noyce Scholars as learners, and the ways it will help STEM teachers center the diverse needs of their own students.This project at Metropolitan State University of Denver includes partnerships with Aurora Public Schools, the Aurora Public Schools: Action Zone, and the Early College of Arvada. Project goals over this five-year period include offering funding coupled with comprehensive support for 17 undergraduate and post-baccalaureate mathematics and science Scholars during their teacher preparation program and transition into teaching. This project features a new teacher induction program focused on capacity building, community building, and social-emotional learning. Its components include near peer mentoring, a professional learning community, co-teaching, and lesson study. These efforts are situated on a foundation of previously funded Noyce programs, built over the past five years to foster a community of learners. Participants are expected to develop a sense of belonging, shared mission, and increased professional competencies. The project is designed to support outcomes including inclusive STEM teaching and learning, field experiences, near peer mentoring, interdisciplinary connections, family engagement, and vertical integration across the grades. Broader impacts and intellectual merit are grounded in an investigation of the impact of integrating interdisciplinary STEM experiences and connections in STEM teacher preparation and new teacher induction support. The external evaluation is intended to ensure that implementation processes are working efficiently and effectively and will provide summative data about the impact of the program and its various elements on participating students. Dissemination will occur through a range of local, regional, and national practitioner networks. 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, in high-need school districts. It also supports research on the effectiveness and retention 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.