Transforming STEM Professionals into Culturally Responsive STEM Teachers

将 STEM 专业人士转变为具有文化敏感性的 STEM 教师

• 批准号: 2153754
• 负责人: Paige Evans
• 金额: $ 120万
• 依托单位: University of Houston
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-04-01 至 2027-03-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2153754&HistoricalAwards=false
• 关键词: Transforming; STEM; Professionals; into; Culturally

This project aims to serve the national need of preparing high quality, effective secondary STEM teachers who will serve in high-need school districts. Across the country, high-need schools struggle to recruit and retain secondary STEM teachers. This challenge often has a negative effect on teaching and learning. The project will work with the teachHOUSTON program at the University of Houston to create a pipeline of secondary STEM teachers trained in high-need STEM fields by recruiting STEM professionals who possess at least a baccalaureate degree in a STEM discipline and desire to become STEM teachers. The accelerated 9-month certification pathway incorporates classroom management, inquiry, and culturally responsive pedagogy, as well as over 500 hours of field-based experiences in high-need school districts. Several entities will contribute as key players in the project's recruitment strategy to previous STEM graduates. Collaborators include the College of Natural Sciences and Mathematics, the College of Technology, the Cullen College of Engineering, and the University of Houston Alumni and Career Services. This project at the University of Houston includes partnerships with seven Houston area independent school districts (Aldine Independent School District-ISD, Alief ISD, Alvin ISD, Cy-Fair ISD, Houston ISD, Pasadena ISD, and Spring Branch ISD). Project goals include: 1) Recruit STEM professionals into teachHOUSTON’s accelerated pathway for teacher certification; 2) Implement a 9-month accelerated teacher certification pathway that is inquiry-based and culturally responsive; 3) Provide $11,000 in support to 58 STEM professionals as they complete teacher certification; 4) Introduce a Classroom Management Course that is inquiry-based and culturally responsive; and 5) Build a STEM Learning Community (SLC) to create a collaborative atmosphere that offers support through an enhanced cohort model for the accelerated pathway for teacher certification. The project will offer an accelerated pathway into teaching for STEM professionals, ranging from recent college graduates to retired STEM industry professionals. The project will support five cohorts of individuals to produce a total of 58 secondary STEM teachers. With over 500 hours of field-based experiences in high-need school districts, upon completion of the certification program, Noyce recipients will serve as teacher leaders in their schools/districts in incorporating pedagogy that is both inquiry-based and culturally responsive along with a classroom management system that aligns with these pedagogical approaches. Furthermore, this proposal will collect data to advance knowledge of recruiting, preparing, and retaining STEM professionals as secondary STEM teachers to teach in high-need school districts. 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 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.

该项目旨在满足国家对准备高质量，有效的中学STEM教师的需求，这些教师将在高需求的学区服务。在全国范围内，高需求的学校很难招聘和留住中学STEM教师。这一挑战往往对教学和学习产生负面影响。该项目将与休斯顿大学的teachHOUSTON项目合作，通过招募至少拥有STEM学科学士学位并希望成为STEM教师的STEM专业人员，创建一个在高需求STEM领域接受培训的中学STEM教师管道。加速9个月的认证途径包括课堂管理，调查和文化响应教学法，以及在高需求学区超过500小时的实地经验。几个实体将作为该项目招聘战略的主要参与者，为以前的STEM毕业生做出贡献。合作者包括自然科学和数学学院，技术学院，卡伦工程学院和休斯顿大学校友和职业服务。 休斯顿大学的这个项目包括与休斯顿地区七个独立学区（Aldine独立学区-ISD，Alief ISD，Alvin ISD，Cy-Fair ISD，Houston ISD，Pasadena ISD和Spring分支ISD）的合作伙伴关系。项目目标包括：1）招聘STEM专业人士进入teachHOUSTON的教师认证加速途径; 2）实施为期9个月的基于调查和文化响应的加速教师认证途径; 3）为58名STEM专业人士提供11，000美元的支持，因为他们完成了教师认证; 4）引入基于调查和文化响应的课堂管理课程; 5）建立STEM学习社区（SLC），营造协作氛围，通过增强的队列模式为教师认证加速途径提供支持。该项目将为STEM专业人士提供一个加速教学的途径，从应届大学毕业生到退休的STEM行业专业人士。该项目将支持五批个人，以培养总共58名中学STEM教师。在高需求学区超过500小时的实地经验，完成认证计划后，诺伊斯获奖者将担任他们学校/地区的教师领导者，将教学法融入其中，既以探究为基础，又具有文化响应性，沿着与这些教学方法相一致的课堂管理系统。此外，该提案将收集数据，以促进招聘，准备和保留STEM专业人员作为中学STEM教师在高需求学区任教的知识。这个轨道1：奖学金和津贴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。