Pacific University Preparation of Culturally and Linguistically Diverse STEM Teachers

太平洋大学培养文化和语言多样化的STEM教师项目是太平洋大学文理学院、教育学院、伍德伯恩学区、TeachOregon联盟和南地铁-塞勒姆STEM伙伴关系的合作项目，旨在增加新的初中和高中STEM教师的数量，为多元文化、多语言、高需求的社区服务。该项目将是一个全面的、以社区为基础的STEM教师招聘、培训和入职计划，将为40名示范性STEM教学候选人提供长达两年的奖学金支持。在五年的时间里，该项目将评估和研究基于社区的STEM教师培养变革模式，进一步扩大其作为地区和国家领导者的影响，了解在培养STEM教师以获得21世纪学校成功方面的“有效方法”。太平洋大学的项目旨在更好地了解如何最好地招募、准备和引进新的STEM教师，以实现雄心勃勃、识字率高的STEM教学。在包括伍德伯恩在内的许多高需求学校和社区，学生STEM学术语言素养的发展对于为大学、职业和公民身份做好准备至关重要。为了更好地了解如何为这样的社区培养STEM教师，该项目将研究与类似的非学者教师候选人相比，这些Noyce学者在制定富有读写能力的教学实践方面的熟练程度，以及对学生学习的影响。此外，本计划亦将研究太平洋诺伊斯学者在职前经验影响下的教学实践轨迹。最后，该项目将研究以社区为基础的临床教师准备计划中使用的专业工具和专业程序，并开发具有丰富读写能力的STEM教学实践。一种设计行动研究方法将被实施，在这种方法中，多个数据源将被收集并持续分析，以说明输入、形成性输出和总结性输出。将为40名太平洋诺伊斯学者在教师准备阶段和早期职业生涯进入教学专业的头两年收集数据。这项应用研究工作将以美国国家科学基金会之前在STEM扫盲方面的举措为基础，在理解STEM教师如何在高需求学校教授扫盲能力丰富的STEM方面取得重大突破。

The Pacific University Preparation of Culturally and Linguistically Diverse STEM Teachers project is a collaboration between Pacific University College of Arts and Sciences, the College of Education, the Woodburn School District, the TeachOregon Consortium, and the South Metro-Salem STEM Partnership, designed to increase the number of new middle and high school STEM teachers equipped to serve in multicultural, multilingual, high-needs communities. This project will be a comprehensive, community-based STEM teacher recruitment, training, and induction program, which will provide up to two years of scholarship support for 40 exemplary STEM teaching candidates. Over a five-year period, the project will evaluate and research the transformative community-based model of STEM teacher preparation, further broadening its impact as a regional and national leader in understanding "what works" in preparing STEM teachers for success in 21st century schools.The Pacific University project seeks to better understand how new STEM teachers can be best recruited, prepared, and inducted for ambitious, literacy-rich STEM teaching. In many high-need schools and communities, including Woodburn, student development of STEM academic language literacy is critical to being prepared for college, careers, and citizenship. To better understand how to prepare STEM teachers for such communities, the project will study how proficient these Noyce Scholars are in enacting literacy-rich teaching practices compared to similar non-Scholar teacher candidates and what the impact on student learning will be. In addition, the project will study the trajectories of Pacific Noyce Scholars' teaching practices influenced by this pre-service experience. Finally, the project will study the specialized tools and professional routines used in this community-based clinical teacher preparation program and the development of literacy-rich STEM teaching practices. A design action research methodology will be implemented in which multiple data sources are collected and analyzed on an ongoing basis to illustrate inputs, formative outputs, and summative outputs. Data will be collected for the 40 Pacific Noyce Scholars during the teacher preparation phase and first two years of early-career induction to the teaching profession. This applied research work will build on prior NSF initiatives in STEM literacy, making critical breakthroughs in understanding how STEM teachers can be best prepared to teach literacy-rich STEM in high-needs schools.