University of Rochester Noyce Scholars Program - Phase II: Preparing Highly-Qualified Mathematics and Science Teachers for High-Need Schools

罗切斯特大学诺伊斯学者计划-第二阶段：为高需求学校培养高素质的数学和科学教师-在罗切斯特大学(UR)第一阶段诺伊斯奖学金的基础上进行和扩大，该项目为高需求学校培养了30名高素质的数学和科学教师。与第一阶段一样，该项目是华纳教育学院的UR教员与艺术、科学和工程学院内的STEM系以及罗切斯特市学区的合作伙伴关系的结果-罗切斯特市学区是纽约州贫困程度最高的城区，州考试分数低，合格的STEM教师短缺。第二阶段将从2012年开始，在为期三年的时间里再培训27名中学STEM教师。奖学金/津贴参与者将从UR主修STEM学科的本科生和新近毕业的STEM毕业生，以及29个地区高等教育机构的本科生和当地技术公司的转行人员中招募，他们都拥有STEM领域的学位。每个第二阶段的UR Noyce奖学金获得者将获得2万美元的奖励，加上UR华纳教育学院和其他来源的学费减免，将完全支付他们为期15个月的研究生教师准备计划的学费。该项目还包括对第一阶段和第二阶段学者的纵向评估，旨在衡量该计划的有效性，并有助于了解如何在高需求学校吸引、准备和留住有效的STEM教师，特别注意确定具有改革思想的STEM新手教师遇到的挑战，以及能够支持他们应对这些挑战的战略。通过针对工程专业学生和毕业生的有针对性的计划，以及为地平线国家暑期项目和罗切斯特博物馆和科学中心(RMSC)的STEM本科生提供新的实习机会，将扩大招聘范围。通过利用诺伊斯硕士教学研究员(MTF)进行学生教学实习和担任项目导师，以及为感兴趣的诺伊斯学者提供新的选择，以深化他们在城市教育和/或教授残疾学生方面的准备，UR教师培训计划将得到加强。毕业后的活动将扩大到包括Noyce MTF的网络和指导，在RMSC和Horizons National暑期项目等非正式环境中进行暑期教学的机会，以及参加Noyce MTF提供的专业发展。该项目将促进、应用和传播有关为高需求学校招聘、准备、入职和留住高素质STEM教师的创新战略--包括在非正式环境中参与教学经验、替代指导形式以及支持使用基于标准的课程。该项目将增加高需求学校中有效的数学和科学教师的数量，这反过来将增加来自代表性不足群体的学生的学习机会和成就。通过第二阶段传播机制，包括网站、学术出版物和会议论文，将获得有关吸引、培养和留住STEM教师的有效战略以及加强STEM教师培训计划的具体方法的知识，将向其他寻求加强全国STEM教育队伍的人广播。

The University of Rochester Noyce Scholars Program - Phase II: Preparing Highly-Qualified Mathematics and Science Teachers for High-Need Schools builds upon and expands the Phase I Noyce Scholarship grant of the University of Rochester (UR), which prepared thirty highly qualified mathematics and science teachers for high need schools. As in Phase I, the project is the result of a partnership of UR faculty from the Warner School of Education and STEM departments within the College of Arts, Sciences and Engineering, and the Rochester City School District--an urban district with the highest poverty in New York State, low state test scores, and a shortage of qualified STEM teachers. Phase II will prepare an additional twenty-seven secondary STEM teachers over a period of three years, starting in 2012. Scholarship/stipend participants will be recruited from UR undergraduates majoring in STEM disciplines and recent STEM graduates, as well as undergraduates in twenty-nine regional higher education institutions and career changers from local technology companies, all of whom have degrees in a STEM field. Each Phase II UR Noyce scholar will receive a $20,000 award which, combined with tuition waivers from the UR Warner School of Education and other sources, will fully cover tuition costs for their 15-month graduate teacher preparation program. The project also includes a longitudinal evaluation of both Phase I and II scholars, designed to measure the effectiveness of the program and contribute to understanding of what it takes to attract, prepare and retain effective STEM teachers in high needs schools, with special attention to identifying the challenges encountered by reform-minded novice STEM teachers and strategies that can support them in coping with these challenges. Recruitment will be expanded through targeted initiatives for engineering students and graduates, as well as new internship opportunities for STEM undergraduates in the Horizons National summer program and the Rochester Museum and Science Center (RMSC). The UR teacher preparation program will be strengthened by utilizing Noyce Master Teaching Fellows (MTFs) for student teaching placements and as program mentors, as well as by offering new options for interested Noyce scholars to deepen their preparation in urban education and/or teaching students with disabilities. Post-graduation activities will be expanded to include networking and mentoring by Noyce MTFs, opportunities for summer teaching in informal settings such as RMSC and Horizons National summer programs, and attending professional development offered by Noyce MTFs. The project will advance, apply and disseminate knowledge about innovative strategies for the recruitment, preparation, induction and retention of highly-qualified STEM teachers for high needs schools--including engaging in teaching experiences in informal settings, alternative mentoring formats, and support in using standards-based curricula. The project will increase the number of effective mathematics and science teachers in high-need schools, which in turn will increase learning opportunities and achievement for students from underrepresented groups. Through Phase II dissemination mechanisms, including a website, scholarly publications, and conference papers, the knowledge gained about effective strategies to attract, prepare and retain STEM teachers, as well as concrete ways to strengthen STEM teacher preparation programs will be broadcast to others seeking to strengthen the STEM education workforce nationwide.