SMAR2T: Science and Mathematics Academy for the Recruitment and Retention of Teachers

为了解决密苏里州农村地区日益严重的科学和数学教师短缺问题，科学和数学学院招聘和留住教师项目正在开发和测试替代教学途径的模式，该模式将招聘和培养拥有STEM学士学位的人在初中和高中任教。密苏里-哥伦比亚大学（MU）与五个农村学区合作伙伴正在设计和实施两种学士后认证模式：1）加速学士后课程（APB），在大学和合作学校的15个月强化课程内对个人进行认证;和2）一个为期两年的替代认证计划（ALT），其中个人与临时教师执照，谁是全职雇用的学区，支持超过三个夏天和两个学年。该计划设计的一个定义性特征是科学和数学教育工作者，科学家和数学家以及密苏里州学区在准备和引导这些教师进入该行业中的伙伴关系。另一个决定性的特点是技术的作用，提供创新的基于互联网的远程学习机会的实习生，他们的导师，和大学教师通过影子netWorkspace软件在MU开发。项目评估包括形成性评估，以告知和不断改进项目，以及总结性措施，使项目成果传播给全州和全国范围内更广泛的受众。这个为期4年的项目将为密苏里州的学校认证80名新的科学和数学教师，并为可以在更大范围内采用的学士后学生提供有效的招聘、准备和入门模式。

In order to address the increasing science and mathematics teacher shortage in rural Missouri, the Science and Mathematics Academy for the Recruitment and Retention of Teachers (SMAR2T) project is developing and testing models of Alternative Pathways to Teaching that will recruit and prepare individuals who possess STEM baccalaureate degrees to teach at the middle and secondary levels. The University of Missouri-Columbia (MU), with five rural school district partners, is designing and implementing two models of post baccalaureate certification: 1) an accelerated post baccalaureate program (APB) which certifies individuals within a 15-month intensive program that takes place both at the university and in residence in a partner school; and 2) a 2-year alternative certification program (ALT) in which individuals with provisional teaching licenses, who are employed full time by a school district, are supported over three summers and two academic years. A defining feature of the program design is the partnership among science and mathematics educators, scientists and mathematicians, and Missouri school districts in the preparation and induction of these teachers into the profession. Another defining feature is the role of technology in delivering innovative Internet-based distance learning opportunities for interns, their mentors, and university faculty through the Shadow netWorkspace software developed at MU. Project evaluation includes formative assessments to inform and continuously improve the project, and summative measures that allow the dissemination of project outcomes to a wider audience across the state and nationwide. The 4-year project is resulting in the certification of 80 new science and mathematics teachers for Missouri schools, as well as effective models of recruitment, preparation, and induction for post-baccalaureate students that can be adopted on a broader scale.