Robert Noyce Teacher Scholarship Track Phase II

这个第二阶段的诺伊斯项目正在招聘拥有STEM学位的优秀候选人，以成为45名新的科学或数学教师。它适应了非传统考生的生活环境：全年多个入口点，在学校课堂上早早而紧张的体验，掌握学习，学习社区，以及在线交付。它还为本科文理和工程专业的学生提供了一条教学途径，方法是识别和定位有前途的候选人，让他们参与低级本科科学和数学课程的教学，并在城市学校环境中与初中生合作。在获得STEM学位毕业后，本科生候选人将进入教师资格加速认证计划。该项目通过文理学院和教育学院的合作探索新的招聘技术，改善指导和入职体验，并更好地了解留住新教师所需的支持。鉴于新教师的高流失率，研究他们的招聘和留用以及初任教师的持续发展所涉及的特殊因素至关重要。因此，该项目的一个主要组成部分是，通过大力、有目的的努力促进学校与大学的合作，让学区充分参与不同背景的教师的培训。这项工作探讨了学校和大学如何能够而且应该合作，计划仔细的入职体验，并创建可持续的结构，使教师能够以支持和培育实践社区的方式进行合作，以促进教师和学生的学习和成长。

This Phase 2 Noyce project is recruiting strong candidates with STEM degrees to become 45 new science or mathematics teachers. It is adapted to the life circumstances of non-traditional candidates: multiple entry points through the year, early and intense experiences in school classrooms, mastery learning, a learning community, and online delivery. It also provides a pathway to teaching for undergraduate Arts and Sciences and Engineering majors by identifying and orienting promising candidates and involving them in the teaching of lower level undergraduate science and math courses and working with middle and high school students in urban school settings. Upon graduation with a STEM degree the undergraduate candidates enter an accelerated teacher licensure program. The project explores new recruitment techniques through Arts and Sciences and Education college collaboration, improves the mentoring and induction experiences, and develops a better understanding of the support needed to retain new teachers. Given the high drop-out rate of new teachers, research into the particular factors involved in their recruitment and retention as well as the continued development of beginning teachers is crucial. So, a major component of the project is to fully involve school districts in the training of teachers of diverse backgrounds in a deep and substantive manner through vigorous, intentional efforts to foster school and university cooperation. This effort explores how schools and universities can and should work together to plan careful induction experiences and create sustaining structures that allow teachers to collaborate in ways that support and nurture communities of practice to enhance the learning and growth of teachers and students