Community-Based STEM Pathways to Develop Idaho Professional Educators

该项目旨在满足国家对培养高素质农村STEM教师的需求，这些教师被称为教学研究员(TF)。通过这一项目，爱达荷州的农村学校将获得更多训练有素的STEM教师(例如数学、科学、工程和计算机科学教师)。该项目计划通过博伊西州立大学教育学院为16名TF提供全额学费奖学金，以获得教学硕士学位和爱达荷州6-12级教学证书。在完成教师资格认证后，TF将在他们执教的头四年获得年薪补贴。该项目采用了一种创新的方法，招聘和培养STEM学位持有者，使其成为农村高需求学区的中学教师。拟议的奖学金计划旨在博伊西州立大学现有的硕士学位课程中建立一个新的基于地点的驻留战略。这项实习计划旨在将课程工作与课堂经验相结合，允许TFS在经验丰富的导师老师的持续指导下进行学徒。该项目以社区为重点，旨在确保该项目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。一个扩展的入职支持计划旨在支持TF在发展当地领导能力的过程中参与以社区为中心的协作教学分析。博伊西州立大学的这个项目包括与爱达荷州几个农村高中需要帮助的学区(布莱恩县、考德威尔、汉森、金伯利、温德尔和双子瀑布)、爱达荷州教育商业组织、爱达荷州劳动力发展委员会和爱达荷州STEM行动中心项目的合作。该项目的目标包括：(1)招聘和选拔具有高度地理多样性的16名高素质教师组成的多样化队列；(2)确保所有教师获得在其农村环境中成为成功的STEM教师所必需的文化能力、教学技术和专业性格；(3)提供高质量的上岗支持，使教师及其导师能够成为有效的领导者，以实现社区重视的增加参与STEM的目标。这个为期6年的项目包括在整个项目中收集数据的外部项目评估，并用两个问题来指导项目评估：(1)奖学金计划在向农村高需求学校提供STEM教师方面有多有效？以及(2)该项目的哪些项目和入职实践与考生和毕业生对响应性教学实践的使用最相关？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。调查结果将广泛传播，为国家招聘和培养STEM专业人员成为高素质STEM教师的努力提供信息。第二轨道：教学奖学金项目由罗伯特·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。

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.