Deepening the Pool

印第安纳大学布鲁明顿分校(IUB)正在使用Noyce津贴和奖学金来解决印第安纳州高需求学区高素质数学教师的短缺问题。中学过渡到教学计划(ST-to-T)是一个为期一年的全日制、重现场、研究生水平的认证计划，将向21名拥有三年数学学士学位的大学毕业生发放津贴。该项目还利用诺伊斯奖学金招募了12名数学专业的本科生，通过在三个教育块进行集中学习来获取教师资格证书，其中包括两个学期的教育课程和实地考察，最终将是全日制学生教学学期。有两个本科生组，每组六名学生，每人支持两年的学习。这两个教师教育项目都以扎实的数学准备、尖端的教学方法、在6-12年级学校环境中多样化的校本实地经验以及反映探究性学习和教学的教育研究为基础。招生策略包括提供数学联系课程，将大学水平的数学与中学课程联系起来。诺伊斯学者正准备在高需求学校担任领导者，在所有中学级别使用技术和基于探究的方法进行数学教学。为了建立社区意识，该项目正在组织一年一度的小型会议，由数学家和数学教育家、杰出的中学教师和诺伊斯学者(现任和前任教师)发表演讲。在学生教学期间和教学的头两年，通过远程技术指导提供专业支持。IUB的评估和教育政策中心正在实施一项以研究为基础的战略，以评估项目努力的有效性。目前正在制定使该方案制度化和广泛传播调查结果的战略。

Indiana University at Bloomington (IUB) is using Noyce stipends and scholarships to address the shortage of highly qualified mathematics teachers in high-need Indiana districts. The Secondary Transition to Teaching Program (ST-to-T), a one-year, full-time, heavily field-based, graduate-level certification program, is awarding stipends to 21 college graduates with baccalaureate degrees in mathematics over three years. The project is also using Noyce scholarships to recruit 12 undergraduate mathematics majors to pursue teacher certification through focused study in three education blocks that include education courses and field work for two semesters, with a culminating full-time student teaching semester. There are two undergraduate cohorts of six students, each supported for two years of study. Both teacher education programs are grounded in strong mathematics preparation, cutting edge pedagogy, diverse school-based field experiences in grade 6-12 school environments, and educational research reflecting inquiry-based learning and teaching. Recruitment strategies include offering mathematics linking courses that connect college-level mathematics to the secondary school curriculum. Noyce scholars are being prepared to serve as leaders in high-need schools, using technology and inquiry-based approaches to mathematics teaching at all secondary-school levels. To build a sense of community, the project is organizing an annual mini-conference involving presentations by mathematicians and mathematics educators, outstanding secondary teachers, and Noyce scholars (both current and past, returning as teachers). Professional support is provided through distance technology mentoring during student teaching and into the first two years of teaching. IUB's Center for Evaluation and Education Policy is implementing a research-based strategy to evaluate the effectiveness of project efforts. Strategies are being developed for institutionalizing the program and for disseminating findings broadly.