Northern Illinois Noyce Science Teaching Scholarship and Internship Program

该项目旨在通过招募和留住经过培训和支持的未来教师，以满足国家培养模范科学教师的需求，这些教师将在北方伊利诺伊州的高需求学校任教，那里有STEM教师短缺的记录。 该项目期待，在一定程度上，通过两年制和四年制机构之间的强有力的伙伴关系，以满足这一需求。来自沃邦西社区学院（WCC）的学生将接受培训，并在夏季担任北方伊利诺伊大学蒸汽营的导师。为了探索教学作为一个潜在的职业道路，学生还将担任WCC同侪导师。该项目有可能通过奖学金、在高需求学校的早期临床经验以及来自高需求学校的实习教师的指导来加强对未来教师的支持，从而减少自然减员。毕业生将在他们的前两年作为实践教师得到持续的同行支持。由于这个项目，20名新的科学教师将准备在高需求的学校任教，这有可能提高北方伊利诺斯州数千名学生的科学学习。 北方伊利诺伊大学的这个项目包括与沃邦西社区学院（一个为西班牙裔服务的机构）和西奥罗拉高中（一个种族和社会经济多样化的高中）的合作。在五年内，二十个生物学，化学，地球和空间科学，环境科学和物理学专业进入大三将被选为学者。该项目有三个主要目标：（1）招聘和留住高成就，多样化的STEM专业成为科学教师教育工作者;（2）建立文化能力的教师;（3）通过教师执照和早期课堂为学者提供嵌入式社会和专业支持。该项目将通过与HSI社区学院、区域州立大学和同一社区的高需求学校的合作伙伴关系，开发和测试在大学教师培训项目（TPP）中招募和保留不同候选人的模型。项目成果将有助于建立有关支持非传统TPP候选人的知识库，这些候选人遇到了影响其成功的障碍（例如，财政不安全、儿童保育、健康挑战）。评估数据将突出通过队列模型，社区建设活动，有色人种教师的指导以及社会支持来保留非传统潜在教师，包括那些来自STEM学科代表性不足的群体的教师，来建立临床学习社区的有效性。项目成果旨在为招聘，保留，发展和支持致力于文化敏感的教学和领导的中学科学教师的最佳做法提供信息。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，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。

The project aims to meet the national need to prepare exemplary science teachers by recruiting and retaining prospective teachers who are trained and supported to teach in high-need schools in northern Illinois, where there is a documented STEM teacher shortage. This project looks, in part, to address this need through a strong partnership between a two-year and four year institution. Students from Waubonsee Community College (WCC) will receive training and serve as instructors for the Northern Illinois University STEAM camp in the summer. To explore teaching as a potential career path, the students will also serve as WCC peer tutors. This project has the potential to reduce attrition by enhancing support for prospective teachers through scholarships, early clinical experiences in high-need schools, and mentoring from practicing teachers from high-need schools. Graduates will receive ongoing peer support during their first two years as practicing teachers. As a result of this project, twenty new science teachers will be prepared to teach in high-need schools, which has potential to enhance science learning for thousands of students in northern Illinois. This project at Northern Illinois University includes partnerships with Waubonsee Community College, a Hispanic-Serving Institution, and West Aurora High School, an ethnically and socio-economically diverse high school. Over five years, twenty biology, chemistry, earth and space science, environmental science, and physics majors entering their junior year will be selected as Scholars. The project has three main goals: (1) to recruit and retain high achieving, diverse STEM majors to become science teacher educators; (2) to build culturally competent teachers; and (3) to provide embedded social and professional supports to Scholars through their teacher licensure and into their early classroom years. This project will develop and test a model of recruitment and retention of diverse candidates in university-based teacher preparation programs (TPP) through its partnerships with an HSI community college, regional state university, and a high-need school in the same community. Project outcomes will contribute to the knowledge base about supporting nontraditional TPP candidates who experience barriers that impact their success (e.g., financial insecurity, childcare, health challenges). Evaluation data will highlight the effectiveness of building a clinical learning community through a cohort model, community building activities, mentoring from teachers of color, and social support on retention of nontraditional prospective teachers, including those from groups underrepresented in STEM disciplines. Project outcomes aim to inform best practices in recruiting, retaining, developing, and supporting secondary science teachers committed to culturally responsive teaching and leadership. The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experience, exemplary K-12 teachers to become STEM master teachers in high-need school districts. It also supports research on the 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.