Cal Poly Noyce Scholars Program, Phase II

在这个第二阶段的项目中，PI团队和几个当地学区的合作伙伴：Lucia Mar联合学区(LMU.S.)、圣玛丽亚博尼塔学区(SMBSD)和圣玛丽亚联合高中学区(SMJUHSD)正在共同努力，吸引高质量的加州保利数学专业的学生进入教师职业生涯，并为他们成为合格教师做好准备，致力于在高需求的学区任教。该项目为九名数学专业的学生提供为期两年的奖学金，以支持他们完成本科最后一年的学习，并随后参加一个为期一年的证书项目。此外，来自STEM专业较大群体的12名学生将获得奖学金，以支持他们参加一年制证书计划。加州保利大学和其他诺伊斯奖学金项目的学者也有机会通过加州保利大学诺伊斯学者暑期工作坊继续专业发展。该项目的智力价值在于它专注于招募优秀学生参加高质量的教师准备计划，该计划补充了诺伊斯学者暑期扩大的高质量专业发展经验。Cal Poly Noyce学者由大学教职员工和当地教师指导，他们挑战他们在课堂上出类拔萃，并为他们提供考虑相关教育问题的机会，作为他们获得中等教师资格的正式培训的一部分。这种支持通过参加暑期讲习班继续，因为他们开始在高需求学区担任数学教师的职业生涯。该项目的更广泛影响首先体现在为高需求学区培养和留住训练有素的中学数学教师方面。此外，学年准备和暑期专业发展与来自该地区的教师队伍相互作用，创建了一个诺伊斯学者网络，他们可以鼓励自己的学生攻读STEM学科的学位。

In this Phase II project the PI team and partners at several local school districts: Lucia Mar Unified School District (LMUSD), Santa Maria Bonita School District (SMBSD), and Santa Maria Joint Union High School District (SMJUHSD) are working together to attract high quality Cal Poly mathematics majors into teaching careers and preparing them to be credentialed teachers, committed to teaching in high-needs school districts. The project is providing nine mathematics majors with two-year scholarships to support the final year of their undergraduate studies and their subsequent participation in a one-year credential program. In addition twelve students from the larger group of STEM majors are receiving scholarships to support their participation in the one-year credential program. Scholars from Cal Poly and other Noyce scholarship projects in California also have the opportunity for continued professional development through the Cal Poly summer Noyce scholars workshops. The intellectual merit of this project rests in its focus on the recruitment of exceptional students into a quality teacher preparation program that complements an expanded high-quality professional development experience during the summers for the Noyce scholars. Cal Poly Noyce Scholars are mentored by university faculty and local teachers who challenge them to excel in the classroom and provide them the opportunity to consider relevant educational issues, as part of their formal training to receive a secondary teaching credential. This support continues through attendance at summer workshops as they begin careers as mathematics teachers in high-needs school districts. The broader impact of this project is felt first in its preparation and retention of well-prepared secondary mathematics teachers for high-need school districts. Moreover, the interplay of academic year preparation and summer professional development with cohorts of teachers from the region acts to create a network of Noyce scholars who can encourage their own students to pursue degrees in a STEM discipline.