Integrative Middle School STEM Teacher Preparation: A Collaborative Capacity Building Project at Duke University

在高需求的学区，合格和高素质的中学数学和科学教师长期短缺。 这种短缺迫使许多学校，特别是少数民族和高度贫困社区的学校，降低招聘标准以填补教学空缺，从而导致大量不合格的数学和科学教师以及学生在STEM科目中的成绩下降。 通过这个罗伯特诺伊斯教师奖学金能力建设赠款，杜克大学的教育计划将扩大其与达勒姆公立学校和杜克STEM部门的长期合作伙伴关系，设计和制度化一个创新的，中等年级（6-8）艺术硕士教学（MAT）STEM教师准备计划，以招聘，准备，并保留多样化的STEM毕业生和专业人士，成为高素质的中学数学和科学教师，为高需求学区的文化，语言和认知多样化的学生提供服务。该项目将利用以前诺伊斯奖学金项目的研究成果和在国家需求评估期间收集的数据，通过设计和制度化一个综合的MAT教师许可计划，包括在高需求中学的教学实习，为第一阶段诺伊斯奖学金赠款建立基础设施。 调查人员将使用向后设计的方法来创建一套严格的计划成果，与STEM教师准备的国家标准保持一致。 尽管合格或高素质的中学数学和科学教师持续短缺，但令人惊讶的是，在非常成功的STEM毕业生中，关于中学数学和科学教师招聘的实证研究非常有限。 该项目将为第一阶段拨款提案奠定基础，该提案将进一步研究STEM毕业生和专业人士的招聘，准备和支持，使其成为高需求学区的高效中学数学和科学教师。关键文件，如概念框架，学习课程，临床经验计划，教学大纲和学位要求，将由外部评估人员进行审查，以确定如何以及在何种程度上满足计划目标。将创建一个高需求的题目，以确定杜克中学MAT课程设计在多大程度上满足了高需求中学STEM教育的需求。

There is a long-standing shortage of qualified and highly-qualified middle grades math and science teachers in high-need school districts. This shortage forces many schools, a disproportionately large number in high-minority and high-poverty communities, to lower hiring standards to fill teaching vacancies, in turn leading to high levels of underqualified mathematics and science teachers and lower student achievement in STEM subjects. Through this Robert Noyce Teacher Scholarship Capacity Building grant, Duke University's Program in Education will expand its long-standing partnership with Durham Public Schools and Duke STEM departments to design and institutionalize an innovative, middle grades (6-8) Master of Arts in Teaching (MAT) STEM teacher preparation program to recruit, prepare, and retain diverse STEM graduates and professionals to be highly qualified middle school math and science teachers of culturally, linguistically, and cognitively diverse students in high-need school districts. This project will use research findings from a previous Noyce Scholarship project and data gathered during a national needs assessment to establish the infrastructure for a Phase I Noyce Scholarship grant by designing and institutionalizing an integrative MAT teacher licensure program that includes a teaching internship in a high-need middle school. Investigators will use a backwards-design approach to create a rigorous set of program outcomes aligned with state standards for STEM teacher preparation. Despite the enduring shortage of qualified or highly-qualified middle school math and science teachers, there is surprisingly limited empirical research on middle school math and science teacher recruitment among highly-successful STEM graduates. This project will lay the groundwork for a Phase I grant proposal that will further research in the recruitment, preparation, and support of diverse groups of STEM graduates and professionals to become highly-effective middle school math and science teachers in high-need school districts. Key documents, such as the Conceptual Framework, Course of Study, Clinical Experiences Plan, Syllabi, and Degree Requirements, will be reviewed by an external evaluator to determine how and to what degree program objectives are being met. A High-Needs Rubric will be created to determine the extent to which the Duke Middle Grades MAT program design meets the needs of STEM education in high-need middle schools.