WNY Noyce Scholars Partnership: A NSF Noyce Phase II Scholarship and Stipend Project

纽约州立大学布法罗州立学院（BSC）的STEM和教育教师正在与99个西纽约学区合作，这些学区分成5个合作教育服务委员会（BOCES）、BSC城市和农村教育卓越中心、其他纽约州立大学学院和高需求的LEAs，以成功的Noyce一期项目为基础，该项目自2003年以来已支持了42名新的STEM教师。通过招募和培养新的STEM教师候选人，并资助他们参加现有的常规和替代认证项目，该二期项目将显著增加至少35名具有数学、物理科学和物理教学资格的preK-12教师的数量。第二阶段的活动集中在继续支持和扩展分析和描述从STEM学科招募非传统候选人到BSC教师准备项目的努力，包括常规和替代认证项目。该项目正在使用改革后的教学观察协议，将课堂观察与第二阶段s&s&s学者至少前两年教学的学生州评估分数相关联。项目活动继续包括支持由奖学金候选人和其他人参加的专业STEM社区活动，支持Noyce学者参与州和国家专业STEM教师组织和入门经验，以及针对STEM专业人员转向教学专业的这些问题的研究和出版。该项目正在继续记录和迭代研究和模型，为转向STEM教学专业的STEM专业候选人提供专业准备的关注点和方法。这些后一项研究和模型可转移到其他专门从事教师培训的学院和大学，以及寻求满足预计和当前STEM教师人员短缺的高需求LEAs，以及候选人和潜在候选人本身，并已广泛地为其提供信息。

STEM and education faculty of SUNY-Buffalo State College (BSC) are working together with 99 Western New York school districts grouped into 5 Boards of Cooperative Educational Services (BOCES), the BSC Center for Excellence in Urban and Rural Education, other SUNY colleges and high-need LEAs to build on a successful Noyce Phase I project that has supported 42 new STEM teachers since 2003. This Phase II project is significantly increasing the number of preK-12 teachers by at least another 35 individuals who are certified and well-qualified to teach mathematics, physical science and physics, by recruiting and fostering new STEM teacher candidates, and by financing their attendance for up to 2 years in existing regular and alternative certification programs. The Phase II activities are centered upon the continued support and extended analysis and characterization of efforts recruiting nontraditional candidates from STEM disciplines to teacher preparation programs at BSC, including regular and alternative certification programs. The project is using the Reformed Teaching Observation Protocol for classroom observations to be correlated with school student State assessment scores for at least the first 2 years of teaching of Phase II S&S scholars. Project activities continue to include the support of professional STEM community events attended by scholarship candidates and others, supporting the participation of Noyce scholars in state and national professional STEM teacher organizations and induction experiences, and research and publication upon those issues particular to the STEM professional switching into the teaching profession. The project is continuing to document and iterate studies and models of the concerns and methods of professional preparation for STEM professional candidates who switch into the STEM teaching profession. These latter studies and models are transferrable to and have been broadly informing other colleges and universities specializing in teacher preparation, high-need LEAs seeking to meet projected and current staffing shortages for STEM teachers, and candidates and potential candidates themselves.