Syracuse University Noyce Scholars Program for Science and Mathematics Teachers

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。锡拉丘兹大学诺伊斯科学和数学教师学者计划(SUNOYCE)是一个多方面的合作项目，涉及锡拉丘兹大学教育学院、艺术学院和AMP；科学、研究生院和合作伙伴，包括北部路易斯·斯托克斯少数群体参与联盟(LSAMP)、锡拉丘兹市学区、北部高需求农村学校联盟、Onon daga社区学院、门罗社区学院和纽约州中部为本科生提供暑期实习的非正式STEM教育中心网络，为本科生提供暑期实习机会，目的是增加在高需求学区(包括几个农村地区)任教的高素质科学和数学教师人数。SU-NOYCE项目将在五年内再培养36名高素质的数学和科学(生物、化学、物理和地球科学)教师，使目前的能力增加41%。该项目支持为四年教师教育计划的本科生、初级和高级STEM专业学生提供两年奖学金，为参加五年制BA/MS学位课程的STEM专业学生提供三年奖学金，以获得教师认证，并为STEM专业人员和通过数学或科学教育硕士学位获得教师认证的应届STEM毕业生提供一年津贴。苏-诺伊斯奖学金获得者在高需求学区任教的头三年期间，参加一个强有力的、持续的指导和专业发展计划，以减少在具有挑战性的入职期间的流失率，并鼓励这些学者在服务义务结束后继续留在高需求学校。与该项目有关的研究正在为以下方面提供证据：(A)在准备、指导和支持教师的专业学习连续体的所有阶段对候选人使用“学习的中心任务”(Feiman-Nemser，2001)框架的有效性，以及(B)对教师从新手过渡到有能力的专业人员最有帮助的支持。

This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5).The Syracuse University Noyce Scholars Program for Science and Mathematics Teachers (SUNoyce) is a multi-faceted collaborative project involving the Syracuse University School of Education, College of Arts & Sciences, the Graduate School and partners including the Upstate Louis Stokes Alliance for Minority Participation (LSAMP), the Syracuse City School District, the Upstate High-Needs Rural Schools Consortium, Onondaga Community College, Monroe Community College and a network of informal STEM education centers from across central New York hosting summer internships for undergraduates with the goal of increasing the number of highly-qualified science and mathematics teachers teaching in high-need school districts, including several rural districts. The SU-Noyce project is preparing 36 additional highly-qualified mathematics and science (Biology, Chemistry, Physics and Earth Science) teachers over a five-year period, resulting in a 41% increase over the current capacity. The project supports two-year scholarships for undergraduate junior and senior STEM majors in a four-year teacher education program, three-year scholarships for STEM majors enrolled in a five-year BA/MS degree program leading to teacher certification, and one-year stipends for STEM professionals and recent STEM graduates pursuing teacher certification through a master's degree in mathematics or science education. SU-Noyce Scholars participate in a robust and sustained mentoring and professional development program during their first three years of teaching in a high-needs school district to reduce the rate of attrition during the challenging induction period and encourage these scholars to remain in high-needs schools beyond the period of their service obligation. Research associated with the project is providing evidence of (a) the effectiveness of the use of the Central Tasks of Learning to Teach (Feiman-Nemser, 2001) framework with candidates at all stages of the professional learning continuum of preparing, inducting and supporting teachers, and (b) the supports that are most helpful to teachers as they transition from novices to competent professionals.