NebraskaNOYCE: NSF Mathematics Teaching and Master Teaching Fellows Program

内布拉斯加州大学林肯分校（UNL）、奥马哈公立学校、林肯公立学校、大岛公立学校、内布拉斯加州教育服务单位协调委员会、内布拉斯加州大学基金会和内布拉斯加州P-16倡议旨在增加内布拉斯加州高需求学校高质量数学教师的数量。项目目标是：1)创建一个高质量的一年（14个月）课程，最终获得数学教师硕士学位（MAMT）和数学教师认证；2)招募并大力支持16名STEM专业人士，这些专业人士在MAMT学位课程中注册为NSF教学研究员（tf），并在他们履行在内布拉斯加州yce合作学区高需求学校任教的四年教学承诺期间，继续为他们提供指导和工资补贴；3)招募24名NSF硕士教学研究员（mtf），他们承诺在高需求学校任教5年，并为他们提供专业发展，研究生水平的课程和工资补贴，使他们成为能够为学校和地区的数学教学做出重大贡献的硕士教师；4)在助教和助教完成教学任务的同时，为他们提供指导和持续的专业发展，为数学和教育教师如何与地区数学领导者合作，追求改善高需求学校数学教学的共同使命创造一个模式；5)通过追求支持数学教师教育的大学、私人和公司基金以及大学与当地学区的合作关系，使内布拉斯加州数学教育走向可持续发展。创新的一年制硕士/认证课程为想要成为数学教师的STEM专业人士提供了一个有吸引力的选择。16名准备教授数学的教学研究员的招聘，代表了UNL培养的新数学教师人数增加了35%。该项目将每个助教安排在MTF的教室里进行实地体验。这种紧密的合作为助教们提供了密集的、持续的不同课堂的实地经验，旨在将理论和方法与课堂实践在助教的直接指导下联系起来。这些合作学区为内布拉斯加州31%的公立学校学生提供服务，但内布拉斯加州43.4%的学生来自贫困线以下的家庭，78%的非裔美国学生和46%的西班牙裔学生。该项目建立在一个强大的全州合作伙伴关系和两个NSF msp -数学在中间研究所合作伙伴关系（M2）和内布拉斯加kamath。

NebraskaNOYCE is a collaboration involving the University of Nebraska-Lincoln (UNL), Omaha Public Schools, Lincoln Public Schools, Grand Island Public Schools, Nebraska's Educational Service Units Coordinating Council, the University of Nebraska Foundation, and the Nebraska P-16 Initiative seeking to increase the number of high quality mathematics teachers in Nebraska's high need schools. Program objectives are to: 1) create a high quality one year (14-month) program leading to a Master of Arts for Mathematics Teachers (MAMT) degree and certification to teach mathematics; 2) recruit and significantly support 16 STEM professionals who enroll as NSF Teaching Fellows (TFs) in the MAMT degree program and continue to support them with mentoring and salary supplements while they fulfill a four-year teaching commitment to teach in a NebraskaNOYCE partner school district high need school; 3) recruit 24 NSF Master Teaching Fellows (MTFs) who commit to teach for five years in a high need school and support them with professional development, graduate level coursework and salary supplements as they become Master Teachers, able to significantly contribute to mathematics teaching and learning in their school and district; 4) provide mentoring and continuing professional development for TFs and MTFs while they fulfill their teaching requirement, creating a model for how mathematics and education faculty work in partnership with district mathematics leaders in pursuit of the common mission to improve mathematics teaching and learning in high need schools; and 5) bring NebraskaNOYCE to sustainability through the pursuit of university, private, and corporate funds that support mathematics teacher education and the university-local school district partnership. The innovative one-year masters/certification program offers an attractive option for STEM professionals who want to consider becoming a mathematics teacher. The recruitment of 16 Teaching Fellows preparing to teach mathematics, represents a 35% increase in the number of new mathematics teachers produced at UNL. The program places each TF in the classroom of a MTF for field experience. This tightly knit collaboration offers the TFs intensive, sustained field experience in diverse classrooms designed to connect theory and methods to classroom practice under the direct guidance of a MTF. The partner districts serve 31% of Nebraska's public school students, but 43.4% of Nebraska students from families below the poverty line, 78% of the state's African-American students, and 46% of the Hispanic students in the state. The project builds on a robust statewide partnership and two NSF MSPs - the Math in the Middle Institute Partnership (M2) and NebraskaMATH.