Recruiting, Preparing, and Retaining High-Quality, Equity-Focused Secondary STEM Teachers

该项目旨在满足国家招聘、培养和留住高质量中学STEM教师的需求。教师短缺加上有条件认证的教师，使许多当地中学生没有高素质的STEM教师。作为全国最大的学区之一，乔治王子县公立学校，服务于多样化的学生群体，这是一个教育公平的问题。因此，马里兰州大学帕克分校（UMD）的这个项目将从校园和当地社区的大型潜在教师库中招募多样化的STEM候选人。 项目团队将继续改善UMD以公平为重点的教师准备途径，并为受助者提供更好的实习体验。该项目旨在通过在毕业生的头三年教学期间提供入职支持，留住毕业生。该项目预计将增加，保留和多样化的高素质认证STEM教师的数量本地为公众的利益。这个项目在马里兰州大学帕克分校，包括与王子乔治的县公立学校（PGCPS），特别是杜瓦尔高中的伙伴关系。项目目标包括：（1）通过向教师候选人提供奖学金和津贴，增加和扩大利用教师准备途径的候选人人数;（2）通过提供三年的上岗支持，提高教师的长期留用率。该项目的目标是每年培养三批10名高素质的STEM教师（项目总数约为30名）。这包括中学数学、科学和计算机科学教师。该项目团队将通过为本科生提供为期一年的可再生奖学金（每人11，500美元）和为学士后提供为期一年的津贴（每人23，000美元）来加强以公平为重点的教师准备经验，以支持完成教师认证课程。将提供三年的入门支持，包括在线模块，虚拟辅导，暑期读书俱乐部，现场观察反馈和会议支持。该项目将评估财政支持在多大程度上增加了获得STEM认证的毕业生人数，并特别关注来自STEM代表性不足的群体的学生。此外，该项目还将评估上岗培训工作在多大程度上有助于留住教师。高素质、多样化的STEM教师不仅会使当地社区受益，而且会增加和加强潜在的STEM专业人才库，从而更广泛地造福社会。该项目的研究结果将通过会议报告和同行评审期刊上的出版物，与UTeach网络和其他教师准备计划一起在全国范围内传播。这个轨道1：奖学金和津贴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 aim is to serve the national need of recruiting, preparing, and retaining high-quality secondary STEM teachers. The teacher shortage in combination with conditionally certified teachers has left many local secondary students without highly qualified STEM teachers. As one of the nation's largest school districts, Prince George's County Public Schools, serving a diverse student body, this is an issue of educational equity. Therefore, this project at the University of Maryland, College Park, (UMD) will recruit diverse STEM candidates from large prospective teacher pools on campus and within the local community. The project team will continue to improve the UMD equity-focused teacher preparation pathway and provide an enhanced internship experience for recipients. The project aims to retain graduates in the field by providing induction support during their first three years of teaching. This project is expected to increase, retain, and diversify the number of highly qualified certified STEM teachers locally for the good of the public. This project at the University of Maryland, College Park, includes partnerships with Prince George’s County Public Schools (PGCPS), specifically DuVal High School. Project goals include (1) enhancing and expanding the number of candidates utilizing teacher preparation pathways by providing scholarships and stipends to teacher candidates and (2) improving long-term retention in teaching by providing three years of induction support. The project aims to produce three cohorts of 10 highly qualified STEM teachers each year (approximately 30 total over the project). This includes secondary mathematics, science, and computer science teachers. The project team will enhance the equity-focused teacher preparation experience by offering one-year, renewable scholarships ($11,500 each) for undergraduates and one-year stipends ($23,000 each) for post-baccalaureates to support the completion of the teacher certification programs. Three years of induction support will be offered including online modules, virtual coaching, summer book clubs, in-person observations with feedback, and conference support. This project will evaluate the extent to which financial support increases the number of students graduating with STEM certification, with specific attention to students from groups underrepresented in STEM. Moreover, the project will evaluate to what extent the induction efforts support teacher retention. Not only will highly qualified, diverse STEM teachers benefit the local communities, but they will increase and strengthen the pool of potential STEM majors and thus benefit society more broadly. The findings of this project will be disseminated nationally with the UTeach network and other teacher preparation programs via conference presentations and publications in peer-reviewed 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.