TEMSII: Teaching Excellence in Math and Science Scholars II

诺伊斯第二阶段项目继续了目前正在进行的诺伊斯第一阶段TEMS工作，该工作是通过加州州立大学（CSU）、奇科和CSU萨克拉门托与三个地区学区合作进行的。代表加州东北部所有农村学校的东北部加州课程委员会也是这个项目的合作者。与其他现有的计划相结合，诺伊斯学者计划已协助奇科和萨克拉门托努力增加数学和科学教师的数量，他们每年生产的一个更大的全州目标的一部分，科罗拉多州立大学系统。该项目向两个校区的37名副学士学生提供奖学金，包括本科生和学士后学生。 诺伊斯学者参加增强和扩大的活动，包括动手实验室科学教学经验，项目M.A.T.H.（数学和教学在地平线上），为STEM专业人士提供新课程，使他们能够获得教学证书，扩大教师招聘活动，扩大兼职教师的早期实地经验，以及与少数民族参与联盟，数学和科学教学倡议等现有计划的合作努力，以及开始教师支持和评估入门课程。指导和咨询也大大扩大，以确保诺伊斯学者的成功，从代表性不足的群体。 TEMS II将来自两个不同环境的学者和教师聚集在一起，相互学习，从而提高他们在整个加州有效教授学生的能力。 该评估计划旨在成为加州州立大学系统的原型评估模型，增加了有关拓宽数学和科学教学专业管道的知识。评估工作导致新的信息招聘策略的有效性和诺伊斯学者的教学成功，一旦他们已经教了一年，相比谁没有参加诺伊斯计划的新教师。

This Noyce Phase II project continues the Noyce Phase I TEMS work currently in progress through collaboration between California State University (CSU), Chico and CSU Sacramento, in partnership with three area school districts. The Northeastern California Curriculum Committee, representing all the rural schools of Northeastern California, is also a collaborator in this project. In conjunction with other existing programs, the Noyce Scholars program has assisted Chico and Sacramento in efforts to increase the number of mathematics and science teachers they produce each year as part of a larger statewide goal of the CSU system. The project is providing scholarships to 37 preservice students at the two campuses, including both undergraduates and post-baccalaureate students. Noyce Scholars participate in enhanced and expanded activities including Hands-On Lab science teaching experiences, Project M.A.T.H. (Mathematics And Teaching on the Horizon), new courses for STEM professionals allowing them to gain teaching credentials, expanded teacher recruitment activities, expanded early field experiences for preservice teachers, and collaborative efforts with existing programs such as the Alliance for Minority Participation, the Mathematics and Science Teaching Initiative, and the Beginning Teacher Support and Assessment induction programs. Mentoring and advising are also greatly expanded to insure the success of Noyce scholars from underrepresented groups. TEMS II brings the scholars and faculty from two different environments together to learn from each other, thus increasing their capacity to effectively teach populations of students throughout California. The evaluation plan is designed to be a prototype evaluation model for the California State University System, adding to the body of knowledge about widening the pipeline to the teaching profession in mathematics and science. Evaluation efforts lead to new information regarding the effectiveness of recruitment strategies and the teaching success of the Noyce Scholars once they have been teaching for one year, in comparison to new teachers who have not participated in the Noyce program.