Robert Noyce Teacher Scholarship Program

Noyce项目的第二阶段是培养科学和数学教师，他们在各自的内容领域知识渊博，熟悉基于标准的教育，并准备好迎接高需求学校的教学挑战：1）招募高素质的个人进入科学和数学教学职业道路; 2）准备和展示课程材料，解决在高需求学校工作的挑战和回报; 3）在这些学校提供早期教学经验;和4）通过目前在类似学校工作的前诺伊斯学者的帮助，支持科学和数学教师的入门年。 它建立在以前的诺伊斯第一阶段奖（0531856），其中授予四十二个奖学金和四个津贴，以未来的科学和数学教师谁承诺在高需求的学校任教。这个项目扩大和加强了斯托尼布鲁克的承诺，与高需求的学校在长岛和纽约市的工作。八个为期两年的奖学金正在颁发，以吸引有才华的本科科学和数学专业进入教师队伍。25个为期一年的奖学金将颁发给通过教学硕士课程进行教师认证研究的STEM专业人员。 八个为期两年的津贴被授予该计划的毕业生在高需求的学校工作，谁致力于促进斯托尼布鲁克的教师教育计划和服务专业发展活动。 涉及的学区包括布伦特伍德，中央伊斯利普，纽约市，和威廉弗洛伊德。 其他贡献实体包括纽约州城市教师教育中心（SUTEC）和斯托尼布鲁克最近创建的科学与数学教育中心（CEOTH）智力优势：这一建议的智力价值在于，它借鉴并建立在先前项目的成功基础上，以促进对教师准备的了解，涉及早期教学经验和新手教师上岗实践，以及这些如何影响高需求学校的教师。 第一阶段和第二阶段成果的监测、评价和传播也在扩大。 目前正在对这些学校在该区域高需求学校招聘、培养和留住教师方面的成功情况进行评估。 纵向数据也正在收集，以便提供有关数据的长期计划的特点，有助于有效的科学和数学教师的发展。更广泛的影响：该项目的更广泛的影响包括：1）提高质量和数量的数学和科学教师的高需求的学校; 2）建立招聘、培养和留住数学和科学教师的新模式，以解决教师短缺问题;以及3）传播有可能促进该领域知识的研究结果。

This Phase II Noyce project is preparing science and mathematics teachers, knowledgeable in their content areas, familiar with standards based education and prepared to meet the challenges of teaching in high needs schools by: 1) recruiting highly qualified individuals into science and mathematics teaching career pathways; 2) preparing and presenting course materials that address the challenges and rewards of working in high needs schools; 3) providing early teaching experiences in these schools; and 4) supporting the science and mathematics teachers in their induction years through the assistance of former Noyce scholars currently working in similar schools. It builds on a previous Noyce Phase I award (0531856) which awarded forty-two scholarships and four stipends to prospective science and mathematics teachers who committed to teach in high needs schools. This project expands and enhances Stony Brook's commitment to working with high needs schools on Long Island and in New York City. Eight two-year scholarships are being awarded to attract talented undergraduate science and mathematics majors to enter the teaching workforce. Twenty-five, one-year scholarships are being awarded to STEM professionals undertaking teacher certification studies through a Masters in Teaching program. Eight two-year stipends are being awarded to graduates of the program working in high needs schools, who have committed to contributing to Stoney Brook's teacher education programs and to in service professional development activities. School districts involved include Brentwood, Central Islip, New York City, and William Floyd. Other contributing entities include the New York State Urban Teacher Education Center (SUTEC) and Stony Brook's recently created Center for Science and Mathematics Education (CESAME)Intellectual Merit: The intellectual merit of this proposal is that it profits from and builds upon the success of prior projects in order to advance knowledge of teacher preparation, with respect to early teaching experiences and novice teacher induction practices, and how these affect teachers in high needs schools. The monitoring, evaluation and dissemination of the Phase I and Phase II outcomes are also being expanded. They are being evaluated with respect to their success in recruiting, preparing and retaining teachers in the high needs schools of the region. Longitudinal data is also being collected in order to provide data concerning the long-term program features that contribute to effective science and mathematics teacher development.Broader Impact: The project's broader impacts include: 1) improvement in the quality and quantity of mathematics and science teachers for high needs schools; 2) building of new models for the recruitment, preparation, and retention of mathematics and science teachers to meet teacher shortages, and 3) dissemination of findings that have the potential to advance knowledge in the field.