Recruiting, Preparing, and Retaining Culturally Responsive and Equity-minded STEM Teachers for High-Need Schools

该项目将解决马里兰州城市、低收入和农村学校严重的教师短缺问题。为此，该项目将招聘28名中级STEM教师，并为教师认证做准备，使他们能够在高需求学校就业。为了帮助教师队伍多样化，项目领导人将特别注意招聘和留住有色人种教师以及其他群体的教师，这些教师在STEM教师职业中的比例同样偏低。项目的主要特点包括：(1)将文化响应性教学和雄心勃勃的数学和科学教学整合到文科硕士教学(MAT)课程中；(2)举办文化响应性公平STEM教学(CREST)研讨会；以及(3)实施CREST诱导系列。通过支持MAT计划的改进，提供奖学金和津贴，并实施强有力的入职支持，该项目将加强Loyola的STEM教师培训，并增加马里兰州合格STEM教师的数量。马里兰州洛约拉大学的文化响应性公平STEM教学(CREST)项目包括与当地教育机构(LEA)、巴尔的摩县公立学校的合作伙伴关系。三个关键的项目目标决定了项目的执行。首先是在五年内招聘、留住和毕业28名高素质和多样化的中学STEM教学候选人。第二，通过与LEA的伙伴关系以及就业和入职支持，将100%的毕业生安置在高需求学校；通过CREST入职系列提供新教师支持，将85%的CREST毕业生留在高需求学校三年。第三，也是最后一点，是通过增加教学艺术硕士课程和入职系列课程，提高高需求学校准教师和早期职业教师适应文化的STEM教学实践的质量。参与该项目的学生包括Loyola STEM学士学位毕业生和寻求转行的STEM专业人士。这一项目结合了面向未来教师的文化响应教学和入职支持的课程活动，将提高针对高需求教室学生的文化响应STEM教育的质量。将通过形成性数据和总结性数据来评估项目要素的有效性。该项目可能会产生新的证据，阐明招募、留住和毕业人数不足的人群进入高需求学校从事STEM教师职业生涯的有效战略和做法，并为其他寻求发展和扩大STEM教师培养计划的文科私立大学树立榜样。这个Track 1：奖学金和津贴项目由罗伯特·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。它还支持关于高需求学校K-12 STEM教师的持久性、保留率和有效性的研究。该奖项反映了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 will address a critical teacher shortage in Maryland’s urban, low-income, and rural schools. Towards this end the project will recruit and prepare 28 secondary STEM teachers for teacher certification, leading to careers in high-need schools. To help diversify the teacher pool, the project leaders will place particular attention on recruiting and retaining teachers of color and those from other groups who are similarly underrepresented in their participation in the STEM teacher profession. Major project features include: (1) integration of Culturally Responsive Teaching and ambitious math and science teaching into a Master of Arts in Teaching (MAT) curriculum; (2) offering a Culturally Responsive Equitable STEM Teaching (CREST) Seminar; and (3) implementation of a CREST Induction Series. By supporting improvements to the MAT program, offering scholarships and stipends, and implementing robust induction support, this project will enhance STEM teacher preparation at Loyola and increase the number of qualified STEM teachers in Maryland. The Culturally Responsive Equitable STEM Teaching (CREST) project at Loyola University Maryland includes partnerships with the Local Education Agency (LEA), Baltimore County Public Schools. Three key project goals inform the execution of the project. First is to recruit, retain, and graduate 28 highly qualified and diverse secondary STEM teaching candidates over five years. Second is to place 100% of graduates in high-need schools through partnerships with LEAs, and employment and induction support; and retain 85% of CREST graduates in high-need schools for three years by providing new teacher support through a CREST Induction Series. Third, and finally, is to improve the quality of culturally responsive STEM teaching practices of prospective and early career teachers in high-need schools with an enhanced Master of Art in Teaching curricula and an Induction Series. Students participating in this project include Loyola STEM bachelor’s degree graduates and STEM professionals seeking a career change. Using a combination of curricular activities grounded in culturally responsive teaching for prospective teachers and induction support as they enter the profession, this project will improve the quality of culturally responsive STEM education for students in high-need classrooms. The effectiveness of the project elements will be assessed through both formative and summative data. This project will potentially generate new evidence illuminating effective strategies and practices for recruiting, retaining, and graduating underrepresented populations entering STEM teaching careers in high-need schools, and serve as an example for other liberal arts private colleges seeking to develop and expand STEM teacher preparation programs. 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 persistence, retention, and effectiveness of K-12 STEM teachers in high-need schools.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.