Developing, Recruiting, and Empowering Alabama Mathematics Teachers

培养、招聘和增强阿拉巴马州数学教师的能力

• 批准号: 2151040
• 负责人: W Gary Martin
• 金额: $ 324.98万
• 依托单位: Auburn University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-04-01 至 2028-03-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2151040&HistoricalAwards=false
• 关键词: Developing; Recruiting; Empowering; Alabama; Mathematics

This project aims to serve the national need of preparing high-quality teachers by encouraging, recruiting, and preparing motivated STEM graduates and STEM professionals in central Alabama to become well-prepared secondary (grades 6-12) mathematics teachers. An ongoing shortage of qualified mathematics teachers in the eight partnering high-need school districts is a critical need the project will address. Well-prepared mathematics teachers are important to ensure that all students, regardless of race or cultural background, develop the mathematical knowledge and dispositions needed for success in life. The project will recruit candidates from mathematics-intensive careers. These individuals will be supported as Noyce Teaching Fellows (TFs) who will be receive funding as they complete a streamlined master's degree in mathematics education and teacher certification, as well as an annual salary supplement for four years as they teach in high-need school districts. Project personnel and mentor teachers from the school districts will support the candidates’ professional growth as they begin their careers. The project will produce 26 mathematics teachers who can effectively teach mathematics to students in partner schools, and 20 mentor in-service teachers will gain increased knowledge about the research-based teaching of mathematics. This project at Auburn University includes partnerships with Tuskegee University, Alabama State University, both Historically Black Universities and Colleges, and surrounding high-need school districts (Chambers, Macon, Russell, and Tallapoosa Counties, and Alexander, Auburn, Opelika, and Pike Road Cities). In addition, the Auburn University Foundation, the East Alabama Regional Inservice Center, and the Alabama Math, Science, and Technology Initiative are non-profit partners in this endeavor. Project goals include recruiting 26 STEM professionals to become mathematics teachers, preparing them to teach mathematics using evidence-based strategies to support the learning of all students, and providing a minimum of four years of professional learning to help them develop into teacher leaders. A professional learning community of the new teachers and their mentor teachers will support mutual professional growth. The project is guided by the Standards for Preparing Teachers of Mathematics developed by the Association for Mathematics Teacher Educators. Research on the impact of preparing and supporting mathematics teachers to provide equitable instruction on their mathematics teacher identity and mathematics teacher leader identity will occur. Quantitative and qualitative data will be collected to develop annual snapshots of the new teachers’ longitudinal development; a set of case studies will explore their professional growth. The evaluation will examine supports and impediments to implementation of the project activities along with progress toward sustainability. The project will disseminate its work through presentations at research and practitioner conferences, manuscripts submitted to practitioner and research journals, and social media platforms. This Track 2: 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 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.

该项目旨在通过鼓励，招聘和准备积极的STEM毕业生和STEM专业人士在中部亚拉巴马成为准备充分的中学（6-12年级）数学教师，以满足国家准备高质量教师的需求。在八个合作的高需求学区，合格的数学教师持续短缺，这是该项目将解决的一个关键需求。准备充分的数学教师是重要的，以确保所有的学生，无论种族或文化背景，发展数学知识和性格需要在生活中取得成功。该项目将从农业密集型职业中招募候选人。 这些人将获得诺伊斯教学研究员（TF）的支持，他们将获得资助，因为他们完成了简化的数学教育硕士学位和教师认证，以及四年的年薪补贴，因为他们在高需求的学区任教。 来自学区的项目人员和辅导教师将在候选人开始职业生涯时支持他们的专业成长。该项目将培养26名能够有效地向伙伴学校的学生教授数学的数学教师，20名在职教师导师将获得更多关于数学研究教学的知识。奥本大学的这个项目包括与塔斯基吉大学，亚拉巴马州立大学，历史上的黑人大学和学院，以及周围的高需求学区（钱伯斯，梅肯，罗素和塔拉波萨县，亚历山大，奥本，奥佩利卡和派克路城市）的合作伙伴关系。 此外，奥本大学基金会、东亚拉巴马地区服务中心和亚拉巴马数学、科学和技术倡议是这一奋进的非营利合作伙伴。项目目标包括招募26名STEM专业人员成为数学教师，让他们做好准备，使用基于证据的策略来教授数学，以支持所有学生的学习，并提供至少四年的专业学习，以帮助他们发展成为教师领导者。新教师和他们的导师教师的专业学习社区将支持相互的专业成长。该项目以数学教师教育者协会制定的数学教师准备标准为指导。研究准备和支持数学教师提供公平的教学对他们的数学教师身份和数学教师领导者身份的影响。将收集定量和定性数据，以制定新教师的纵向发展的年度快照;一组案例研究将探讨他们的专业成长。评价将审查对执行项目活动的支持和障碍沿着在实现可持续性方面的进展。该项目将通过在研究和从业人员会议上的演讲、提交给从业人员和研究期刊的手稿以及社交媒体平台来传播其工作。这个轨道2：教学奖学金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。