Graduate Yearlong Experience and Residency for Acquiring STEM Teaching Competencies

该项目旨在满足国家对高需求学校的高素质数学和自然科学教师的需求。该项目为期一年的居住模式，导致教育硕士学位，将解决招聘，培训和支持高质量，未来的教师担任教学研究员，然后，作为教师在最具挑战性的地区学校的最佳实践。该项目有可能通过密集的，基于实地的学校居住来推进STEM内容和教学法的知识，特别是在高需求的学校;以研究为基础并符合认证标准的课程;以及提供指导，入门支持和专业发展的丰富教学经验。评估协议有可能告知教师准备社区在高需求学区进行STEM教师培训和保留的最佳做法。通过该项目培养的实习教师将有机会协助大学课程，从而帮助培养未来的教育工作者。田纳西大学查塔努加的该项目包括与汉密尔顿县学校和田纳西州色彩教育工作者联盟建立伙伴关系，共同承担教师准备、指导和专业发展的责任。项目目标包括招聘、培训和支持24名教学研究员，以填补高需求学校中关键短缺领域的职位;培养毕业生作为有效教师坚持这一职业;确保将传统上在STEM学科中得不到充分服务的群体的人纳入其中;促进教师培训和上岗实践方面的合作，以建立辅导文化;提高教师自我效能。在该项目为期六年的时间轴内，教学研究员将分为两个12人的队列，开始间隔一年，每个队列攻读一年的学位课程，并接受另外四年的专业发展。教学研究员将从STEM专业人员中招募，他们希望在职业生涯中改变为中等或中等水平的教学。对该领域的潜在贡献包括通过密集的实地经验，提高对数学和科学知识的认识和理解，特别是在高需求的学校。该项目有可能准备和留住高质量的教师，他们将得到很好的支持，从居住过渡到教学。项目评估将通过定性和定量评估收集和分析知识，技能和态度数据，并有可能告知社区有关使用数据驱动模型的最佳实践，以有效地招聘，建议，支持，保留和激励学生通过课程成功入学并拥有有影响力的教学生涯。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。

The project aims to serve the national need for high-quality teachers in mathematics and the natural sciences in high-need schools. The project’s one-year residency model, leading to the Master of Education degree, will address best practices for recruiting, training, and supporting high-quality, prospective teachers to serve as teaching fellows, and then, as teachers in the most-challenged area schools. This project has the potential for advancing knowledge of STEM content and pedagogies, particularly in high-need schools, via an intensive, field-based, school residency; a curriculum that is research-based and aligned with accreditation standards; and a pedagogically-rich experience that provides mentoring, induction support, and professional development. Assessment protocols have the potential to inform the teacher preparation community on best practices for STEM teacher training and retention in a high-need school district. Practicing teachers prepared through this project will have the opportunity to assist with courses at the university level, thereby helping to prepare future educators.This project at the University of Tennessee at Chattanooga includes partnerships with the Hamilton County Schools and the Tennessee Educators of Color Alliance to share responsibilities for teacher preparation, mentoring, and professional development. Project goals include recruiting, training, and supporting 24 teaching fellows to fill positions in critical shortage areas in high-need schools; preparing graduates to persist in the profession as effective teachers; ensuring the inclusion of persons from groups traditionally underserved in the STEM disciplines; fostering collaboration in teacher training and induction practices to build a culture of coaching; and increasing teacher self-efficacy. Within the project’s six-year timeline, the teaching fellows will be grouped in two cohorts of 12, beginning one year apart, with each cohort pursuing a one-year degree program and receiving professional development for four additional years. Teaching fellows will be recruited from STEM professionals who desire a change in career to teaching at the middle grades or secondary level. Potential contributions to the field include advancing knowledge and understanding of mathematics and science pedagogies, particularly in high-need schools, via intensive field experiences. The project has the potential to prepare and retain high-quality teachers who will be well-supported to transition from residency to teaching. Project evaluation will collect and analyze knowledge, skill, and attitude data via qualitative and quantitative assessments, with the potential to inform the community regarding best practices on the use of a data-driven model to effectively recruit, advise, support, retain, and motivate students to successfully matriculate through the curriculum and have an impactful teaching career. 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.