Urban Educators: Robert Noyce Scholarship for Math & Science Teachers - Phase II

该奖项是根据2009年美国复苏和再投资法案（公法111-5）资助的。印第安纳大学普渡大学印第安纳波利斯分校（IUPUI）的诺伊斯学者参加了向教学过渡（T2T）计划，该计划允许STEM毕业生和STEM专业人员在一个日历年的课程中完成中学阶段（6-12年级）科学和数学教师准备的要求和现场经验。T2T项目以教育学院与马里恩县高需求学区（包括印第安纳波利斯公立学校系统）之间建立的伙伴关系为基础。目前的Robert Noyce项目（DUE-0531598）已经成功地为印第安纳州的城市高需求教室准备了26名高素质的科学和数学教师。Noyce第二阶段有三个目标。它计划继续增加中学科学和数学教师的数量，每年增加10名教师，重点是招聘少数民族的个人。它还将通过为新教师提供持续的指导来提高新教师的保留率，同时启动一项纵向研究计划来评估该计划的有效性。智力上的优点体现在它注重招聘具有探究性教学技能的不同学者，通过创建在职教师指导计划来额外强调留住新教师，以及衡量项目影响和项目有效性的复杂机制。这个项目更广泛的影响可以通过数学和科学教师的多样性得到认可，他们致力于提高城市学校学生的数量、质量和多样性，这些学生将在未来几十年进入STEM领域。

This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5).The Noyce Scholars at Indiana University Purdue University Indianapolis (IUPUI) are enrolled in the Transition to Teaching (T2T) program that allows both STEM graduates and STEM professionals to complete the requirements and field experiences for teacher preparation in the sciences and mathematics at the secondary level (grades 6-12) over the course of one calendar year. The T2T program builds on the established partnership between School of Education and high-need school districts in Marion County, including the Indianapolis Public Schools (IPS) system. The current Robert Noyce Program (DUE-0531598) has successfully prepared 26 highly qualified science and math teachers for the urban high-need classrooms in Indiana.The Noyce Phase II has three objectives. It plans to continue to increase the number of secondary science and mathematics teachers - 10 teachers each year, with an emphasis on the recruitment of individuals from ethnic minorities. It will also enhance retention of novice teachers by providing on-going mentoring for the new teachers while simultaneously initiating a longitudinal research plan to assess the effectiveness of the program.The intellectual merit reflects on its focus on recruitment of diverse scholars who possess developed skills in inquiry-base teaching, the additional emphasis on new teacher retention by creating an in-service teachers' mentoring program, sophisticated mechanisms for measuring the impact of the project and the effectiveness of the program. The broader impact of this project may be recognized by the enhanced diversity of math and science teachers who are committed to increasing the quantity, quality, and diversity of students in urban schools who will enter STEM fields in the coming decades.