Increasing the African American STEM Teacher Workforce with Community Coaching, Mentoring, and Wellbeing Support

该项目旨在服务于国家招聘、准备、留住和支持高素质有色数学教师的需求。使用强大的社交媒体招聘战略，该项目将专注于招聘历史悠久的黑人学院和大学(HBCU)的毕业生，这些毕业生至少拥有STEM学士学位。通过为期一年的硕士课程，未来的教师将获得必要的准备和支持，以成为高需求学区的数学教师。在他们教学的头几年，该项目还将提供基于社区的指导，以及与社交和情感健康相关的健康工具。该项目位于佐治亚州，将研究历史上阻碍城市学校非裔美国人数学教师招聘、准备和留住的问题。克拉克亚特兰大大学(CAU)的这个项目包括与克莱顿县公立学校(CCPS)、创世纪创新学院(GIA)、亚特兰大代数项目和年轻人项目(亚特兰大APYPP)以及少数族裔优质教育(QEM)的合作。19名STEM学位持有者将利用多个社交媒体平台和HBCU网络在两个队列中招聘。一位社交媒体顾问将为这一努力提供建议。每一批教学研究员都将通过中国农业大学新的在线混合加速数学项目获得文学硕士学位。完成学位课程后，研究员将成为合作伙伴高需求地区的全职教师。CCP和GIA以及CAU的教职员工将提供指导。亚特兰大APYPP将为学员提供数学素养辅导，帮助他们在教学的头几年取得进展。学员将参加以社区学校为基础的领导力发展活动。本项目将调查以下研究问题：(1)营销策略对吸引STEM学位持有者有什么影响；(2)社交和情绪健康辅导和数学素养辅导对教师准备工作的影响程度如何；(3)辅导对教师教学保持能力的影响程度如何？每个队列将在他们工作的第一年和第三年接受调查。第二轨道：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教师的有效性和留住的研究。这一奖项反映了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 need of recruiting, preparing, retaining, and supporting high-quality mathematics teachers of color. Using a robust social media recruitment strategy, the project will focus on the recruitment of graduates from Historically Black Colleges and Universities (HBCUs) who have graduated with at least a STEM baccalaureate degree. Through a year-long Master's program, prospective teachers will receive the preparation and support needed to become mathematics teachers in high-need school districts. In their first years of teaching, the project will also provide community-based coaching, mentoring, and health tools related to social and emotional wellbeing. Located in Georgia, the project will study the problems that have historically hindered African American mathematics teacher recruitment, preparation, and retention in urban schools. This project at Clark Atlanta University (CAU) includes partnerships with Clayton County Public Schools (CCPS), Genesis Innovation Academy (GIA), the Atlanta Algebra Project & Young People’s Project (Atlanta APYPP), and Quality Education for Minorities (QEM). Nineteen STEM degree-holders will be recruited in two cohorts using multiple social media platforms and a network of HBCUs. A social media consultant will advise this effort. Each cohort of Teaching Fellows will earn a Master of Arts degree through CAU’s new online-hybrid accelerated mathematics program. Upon completion of the degree program, Fellows will become full-time teachers in partner high-need districts. CCPS and GIA, along with CAU faculty, will provide mentoring. The Atlanta APYPP will offer mathematics literacy coaching for the Fellows as they progress through their first years of teaching. Fellows will participate in community-school based activities for leadership development. The project will investigate the following research questions: (1) what impact did the marketing strategy have on attracting STEM degree-holders; (2) to what degree did social and emotional health coaching and mathematics literacy coaching impact teacher preparation; and (3) to what degree did the coaching influence retention in teaching? Each cohort will be surveyed in the first and third years of their experience. 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.