Preparing STEM Majors as Outstanding Certified Secondary Mathematics Teachers for South Texas

该项目旨在满足国家的需求，增加优秀STEM专业学生进入教学行业，成为高素质的数学教师。南德克萨斯州的学区在吸引和留住高质量的数学教师方面面临着重大挑战。COVID-19大流行期间辞职人数的增加加剧了这些挑战。此外，教师辞职不成比例地影响了全国各地高需求、高流动率的学校。因此，迫切需要培养新知识，使STEM专业学生成为合格的中学数学教师，以增加获得高质量数学教师的机会，并减少因COVID-19大流行造成的学习损失。该项目建立在一种变革理论的基础上，该理论认为，培养STEM本科专业人才的归属感，提高他们的大学和职业准备水平，将对当地增加高素质数学教师的努力产生积极影响。为了实现这些目标，该项目将提供一个正式的入职计划和职业准备课程，以确保所有诺伊斯学者的公平处境。德克萨斯a&m国际大学（89.3%西班牙裔）的这个项目包括与拉雷多独立学区（LISD， 99.7%西班牙裔）、联合独立学区（usd， 99.4%西班牙裔）和拉雷多学院（LC， 97.0%西班牙裔）的合作。该项目计划借鉴了关于归属感、教师流动、教师驻留、高影响力实践和混合现实模拟技术的现有文献。四个目标指导这个项目的执行。首先是提高未来教育者社区的有效性，在5年内培养50名优秀STEM专业学生的归属感，并培养37名高素质的数学教师候选人。二是提高数学教育工作者准备课程的有效性，以提高高成就STEM专业学生和37名高质量数学教师候选人的大学准备水平。第三，提高丰富课程的有效性，以提高高成就STEM专业学生和高质量数学教师候选人的职业准备水平。第四，也是最后一点，是收集、分析和传播数据，以评估需求，通知修订，衡量支持的有效性，并重新分配资源以提高其有效性。外部评估人员将进行利益相关者访谈，并分析数学教师候选人数据，以产生有关实现这些目标的进展的发现。调查人员将使用这些数据来产生关于将STEM专业学生培养为优秀的认证中学数学教师的新知识。他们将利用这些知识通过以下方式减少当地STEM教育差距：(1)在参与教育者准备学习社区的合作伙伴和伙伴关系中建立能力，(2)提高当地高流动率校园中有才华的STEM学生的参与率，(3)提高当地数学教室中4500名西班牙裔学习者的成绩；(4)促进STEM教育和教育工作者在中学、高等教育和早期职业水平的发展；(5)加强评估基础设施和数据，为高需求的西班牙裔学区提供有效的数学教育者准备。本项目由Robert Noyce教师奖学金项目（Noyce）资助。Noyce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，并支持经验丰富的模范K-12教师成为高需求学区的STEM大师教师。它还支持对高需求学区K-12 STEM教师的有效性和留任率的研究。该奖项反映了美国国家科学基金会的法定使命，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。

This project aims to serve the national need to increase the number of outstanding STEM Majors prepared to enter the teaching profession as high-quality mathematics teachers. School districts in South Texas face significant challenges with attracting and retaining high-quality mathematics teachers. The increase in resignations during the COVID-19 pandemic have added to these challenges. Moreover, teacher resignations disproportionately impact high-need, high turnover schools across the country. Thus, there is an immediate need to generate new knowledge for preparing STEM majors as outstanding certified secondary mathematics teachers to increase access to high-quality mathematics teachers and decrease the learning loss resulting from the COVID-19 pandemic. This project builds on a theory of change that assumes fostering belonging and elevating college and career readiness levels among talented STEM undergraduate majors will positively impact local efforts to increase access to high-quality mathematics teachers. To further these aims this project will provide a formalized induction program and career readiness course to ensure equitable situations for all Noyce Scholars. This project at Texas A&M International University (89.3% Hispanic) includes partnerships with Laredo Independent School District (LISD, 99.7% Hispanic), United Independent School District (UISD, 99.4% Hispanic), and Laredo College (LC, 97.0% Hispanic). The project plan draws on existing literature on belonging, teacher turnover, teacher residencies, High Impact Practices and Mixed Reality Simulations technologies. Four goals guide the execution of this project. First is to increase the effectiveness of the Future Educator Community for fostering belonging among 50 high-achieving STEM Majors and graduating 37 high-quality mathematics teacher candidates over 5 years. Second is to increase the effectiveness of the math educator preparation curriculum to elevate levels of college readiness among high-achieving STEM Majors and 37 high-quality mathematics teacher candidates. Third is to increase the effectiveness of the enrichment curriculum to elevate levels of career readiness among high-achieving STEM Majors and high-quality mathematics teacher candidates. Fourth, and finally, is to collect, analyze, and disseminate data to assess needs, inform revisions, gauge effectiveness of supports, and reallocate resources to increase their effectiveness. External evaluators will conduct stakeholder interviews and analyze mathematics teacher candidate data to generate findings regarding progress towards these goals. Investigators will use this data to generate new knowledge about preparing STEM Majors as outstanding certified Secondary Mathematics Teachers. They will use this knowledge to reduce local STEM education disparities by: (1) building capacity among partners and partnerships engaging in educator preparation learning communities, (2) increasing participation rates among talented STEM students attending local high turnover campuses, (3) elevating outcomes for 4500 Hispanic learners in local mathematics classrooms; (4) advancing STEM education and educator development at the secondary, post-secondary and early career levels; (5) enhancing evaluation infrastructure and data for informing effective math educator preparation for high-need Hispanic-serving 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.