Community-Based STEM Pathways to Develop Idaho Professional Educators

基于社区的 STEM 途径培养爱达荷州专业教育工作者

• 批准号: 2243412
• 负责人: Joe Champion
• 金额: $ 149.99万
• 依托单位: Boise State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-12-01 至 2029-11-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2243412&HistoricalAwards=false
• 关键词: Community; Based; STEM; Pathways; Develop

The project aims to serve the national need of preparing high-quality rural STEM teachers, referred to as Teaching Fellows (TFs). Through this project, rural schools in Idaho will have access to more highly prepared STEM teachers (e.g. mathematics, science, engineering, and computer science teachers). The project is scheduled to provide full tuition scholarships for 16 TFs to earn a Master’s in Teaching degree and an Idaho teaching 6-12 certificate via Boise State University’s College of Education. After completing teacher certification, the TFs will receive annual salary supplements during their first four years of teaching. This project takes an innovative approach to recruiting and preparing STEM degree holders to become secondary teachers in rural high-need school districts. The proposed fellowship program is positioned to establish a new place-based residency strategy within an existing master’s degree program at Boise State University. This residency program aims to integrate coursework with classroom experiences, allowing TFs to apprentice under the constant guidance of an experienced mentor teacher. The community-based focus of this project is designed to ensure the program is attractive and effective for STEM professionals already living in rural communities. An extended induction support program is designed to support TFs to engage in collaborative community-focused analysis of their instruction as they develop local leadership capacity. This project at Boise State University includes partnerships with several rural Idaho high-need school districts (Blaine County, Caldwell, Hansen, Kimberly, Wendell, and Twin Falls), the Idaho Business for Education organization, the Idaho Workforce Development Council, and the Idaho STEM Action Center Project. The project goals include: (1) recruit and select a diverse cohort of 16 well-qualified TFs with high geographic diversity, (2) ensure all TFs gain the cultural competencies, pedagogical techniques, and professional dispositions necessary to be successful STEM teachers in their rural settings, and (3) provide quality induction support so that TFs and their mentors can be effective leaders in addressing community-valued goals for increased participation in STEM. The 6-year project includes external project evaluation collecting data throughout the program, with two questions to guide the project evaluation: (1) How effective is the fellowship program in supplying STEM teachers to rural, high-need schools? and (2) Which program and induction practices of the program are most associated with candidates' and graduates' use of responsive teaching practices? Results will provide information about the potential value of teacher certification models for teacher education programs and high-need districts. Findings will be broadly disseminated to inform national efforts to recruit and prepare STEM professionals to be highly qualified STEM teachers. 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.

该项目旨在满足国家培养高质量农村STEM教师（称为教学研究员）的需求。通过这个项目，爱达荷州的农村学校将有机会获得更多准备充分的STEM教师（例如数学，科学，工程和计算机科学教师）。该项目计划为16个TF提供全额学费奖学金，以获得教学硕士学位和爱达荷州教学6-12证书通过博伊西州立大学的教育学院。在完成教师认证后，这些教师将在头四年的教学期间获得年薪补贴。 该项目采取创新方法，招聘和培养STEM学位持有者成为农村高需求学区的中学教师。拟议的奖学金计划的定位是建立一个新的基于地方的居住战略在现有的硕士学位课程在博伊西州立大学。 该实习计划旨在将课程与课堂体验相结合，让TF在经验丰富的导师老师的不断指导下学徒。该项目以社区为基础的重点旨在确保该计划对已经生活在农村社区的STEM专业人员具有吸引力和有效性。一个扩展的入门支持计划旨在支持TF参与合作的社区为重点的分析他们的指令，因为他们发展当地的领导能力。博伊西州立大学的这个项目包括与爱达荷州几个农村高需求学区（布莱恩县、考德威尔、汉森、金伯利、温德尔和双子福尔斯）、爱达荷州商业教育组织、爱达荷州劳动力发展理事会和爱达荷州STEM行动中心项目的合作。项目目标包括：（1）招募和选择16名具有高度地域多样性的合格教师，（2）确保所有教师获得在农村环境中成为成功的STEM教师所需的文化能力，教学技巧和专业气质，及（3）提供优质的入职支援，使转介基金会及其导师能有效地领导社区，增加参与STEM的重要目标。这个为期6年的项目包括外部项目评估，收集整个项目的数据，有两个问题来指导项目评估：（1）奖学金计划在为农村，高需求的学校提供STEM教师方面的有效性如何？以及（2）哪些课程和课程的入门实践与候选人和毕业生使用响应式教学实践最相关？研究结果将提供有关教师认证模式对教师教育项目和高需求地区的潜在价值的信息。调查结果将被广泛传播，为国家招聘STEM专业人员并使其成为高素质STEM教师的工作提供信息。这个轨道2：教学奖学金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。