Community Centered Pathways for Equity and Justice in STEM Teaching

该项目旨在满足国家的需要，从当地社区招聘、培养和留住高素质的STEM教师，他们能够教授自己的学科，并特别注意使用公平和正义的视角。研究表明，当学生接触到具有相似社区背景和/或种族认同的STEM教师时，他们会体验到学术、参与和身份认同方面的好处。在科罗拉多州，缺乏认同为黑人、土著和/或有色人种(BIPOC)或在高需求学区服务的社区长大的STEM教师。为了帮助解决这些短缺问题，该项目将重点招收当地和BIPOC学生，并支持他们从科罗拉多博尔德大学获得STEM学位，以及获得科罗拉多州教师执照。该项目还将与“培养自己的”教师计划和高需求地区合作，为当地高中生建立进入STEM教学的途径。最后，该项目将通过将未来的教师引入STEM实践教师的专业学习社区来支持教师保留和准备工作，该社区致力于公平和公正地教授STEM。该项目包括与丹佛公立学校、亚当斯12五星学校、路径2教学和科罗拉多州教师学员的合作伙伴关系。该项目打算培养21名新的持有数学或科学执照的中学教师。三个项目目标指导项目的执行。首先是利用诺伊斯奖学金和合作伙伴关系，在四年内从进入并完成CU教学许可证计划的不同群体中招聘和支持21名STEM专业学生。第二是将专业学习社区的模式制度化，为教师做好准备，在他们进入教学的头几年，以及他们进入越来越高的领导职位时，为他们提供支持。第三，也是最后一点，围绕STEM具体的、寻求公平和正义的教学实践，促进新的学习和集体意义的形成。该项目以社区为中心的招聘途径和持续的支持，包括一个面向大学前、未来、职业早期和资深STEM教师的专业学习社区，有可能成为一种可持续的机制，支持致力于在其社区教授STEM公平和正义的不同STEM教育者的持续发展。有必要调整寻求公平和正义的教学做法，以适应中学STEM教学的现实，这是这项工作的主要重点，据预测，利用不同经验、背景和知识社区的固有优势将对克服招聘、发展和留住挑战至关重要。该项目将评估以社区为中心的途径在实现项目目标方面的成功和挑战，并在地区专业发展研讨会、地区领导会议、STEM教育会议和研究期刊上传播结果。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 to recruit, develop, and retain highly qualified STEM teachers from local communities who are able teach their subjects with special attention to employing a lens of equity and justice. Research suggests that students experience academic, participation, and identity benefits when exposed to STEM teachers with similar community backgrounds and/or racial identities. In Colorado, there is a shortage of STEM teachers who identify as Black, Indigenous, and/or persons of color (BIPOC) or who grew up in communities served by high-need school districts. To help address these shortages, this project will focus on recruiting local and BIPOC students and supporting them to obtain a STEM degree from the University of Colorado Boulder, as well as to gain State of Colorado teaching licensure. The project will also partner with “grow your own” teacher programs and high-need districts to establish pathways into STEM teaching for local high school students. Finally, the project will support teacher retention and preparation by introducing prospective teachers into a professional learning community of practicing STEM teachers committed to teaching STEM for equity and justice.This project includes partnerships with the Denver Public Schools, Adams 12 Five Star Schools, Pathways2Teaching, and Teacher Cadets Colorado. The project intends to produce 21 new secondary teachers licensed in mathematics or science. Three project goals guide the execution of the project. First is to use Noyce scholarships and collaborative partnerships to recruit and support 21 STEM majors over four years from diverse groups entering and completing the CU Teach licensure program. Second is to institutionalize a model of a professional learning community for preparing teachers, that will support them as they move into their first few years of teaching, and as they move into increasing positions of leadership. Third, and finally, is to promote new learning and collective sense-making around STEM-specific, equity- and justice-seeking instructional practices. The project’s community-centered recruitment pathway and continued support that includes a professional learning community targeting pre-collegiate, prospective, early career, and veteran STEM teachers has the potential of becoming a sustainable mechanism to support the continued development of diverse STEM educators committed to teaching STEM for equity and justice in their communities. The necessity to adapt equity- and justice-seeking instructional practices to fit the realities of secondary STEM teaching is a primary focus of this work, and it is predicted that leveraging the strengths inherent in a diverse community of experiences, backgrounds, and knowledge will be essential for overcoming recruitment, development, and retention challenges. The project will evaluate the successes and challenges of the community-centered pathway in meeting project goals and disseminate results in district professional development workshops, district leadership meetings, STEM education conferences, and research journals. 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.