Philadelphia Regional Noyce Partnership New Teacher Support Program

在高需求学校教书是一项具有挑战性的工作，如果没有适当的支持，新教师可能会感到工作满意度低，筋疲力尽，甚至完全离开教学岗位。为了满足这些需求，由布林莫尔学院和哈弗福德学院、德雷克塞尔大学、拉萨勒大学、宾夕法尼亚大学、圣约瑟夫大学和坦普尔大学组成的费城地区诺伊斯伙伴关系（PRNP），以及费城教育基金及其费城教师驻留计划将制定一项新的教师支持计划，为新的一年级和二年级诺伊斯教师提供个性化的支持服务，以提高他们作为费城地区STEM专业人员的持久性和专业成长。费城区域诺伊斯伙伴关系将开发一个早期职业教师支持模型，使用区域资源，将保留和维持新的STEM教师。 这些新的诺伊斯教师将有更多的机会在真实的和虚拟环境中与地区STEM专业人士一起参与指导、专业发展、实践社区和社交网络。新的教师支助模式将包括以下组成部分：（1）个性化支助计划;（2）指导（导师培训模式发展、导师培训及导师支援）;（3）专业发展;（4）外展及建立网络;以及（5）基于网站的资源和交流。拟议的活动将有助于STEM教育中的子领域，重点是准备，保留，支持在高需求环境中培养高质量的教师。具体而言，通过开发和测试一种支持新教师情感健康及其教学前景和技能的方法，该项目将增加对大城市学区新手教师面临的挑战以及管理和应对这些挑战的方式的了解。在为期两年的项目结束时，将有一个完善的新STEM教师支持区域模型，可以扩展为大量新教师提供支持。除了为在费城高需求学校工作的新STEM教师提供支持，以提高他们作为教师的能力和他们继续教学的可能性外，该项目还将培养经验丰富的STEM教师担任新教师的导师，提高费城教师网络的自我维持能力。该项目将加强费城七个师范教育机构之间日益增长的伙伴关系，促进致力于教师发展和支持的区域合作努力。最后，通过合作努力，该伙伴关系将为该地区所有新的STEM教师提供丰富的支持，超过任何单一机构支持其毕业生的能力。

Teaching in a high-need school is challenging work and, without appropriate supports, new teachers are at risk of low job satisfaction, burn out and leaving teaching altogether. To address these needs, the Philadelphia Regional Noyce Partnership (PRNP) consisting of Bryn Mawr and Haverford Colleges, Drexel University, La Salle University, the University of Pennsylvania, Saint Joseph's University and Temple University, together with the Philadelphia Education Fund and its Philadelphia Teacher Residency Program will develop a new teacher support program that will provide flexible, individualized supportive services to new first and second year Noyce teachers so as to increase their persistence and professional growth as STEM professionals in the Philadelphia region. The Philadelphia Regional Noyce Partnership will develop a model of early career teacher support using regional resources that will retain and sustain new STEM teachers. These new Noyce teachers will have increased opportunities to participate in mentoring, professional development, communities of practice and social networks with regional STEM professionals in real and virtual environments. The new teacher support model will include the following components: (1) Individualized Support Plan (ISP); (2) Mentoring (Mentor Training Model Development, Mentor Training and Mentoring Support); (3) Professional Development; (4) Outreach and Networking; and (5) Website Based Resources and Communication.The proposed activities will contribute to the subfield within STEM education focused on preparing,retaining, and supporting the development of high quality teachers in high needs settings. Specifically, through developing and testing an approach that supports both new teachers' emotional well-being and their instructional outlook and skills, the project will increase understanding of the challenges confronted by novice teachers in a large urban school district and ways that those challenges can be managed and met. By the end of the two-year project, there will be a refined regional model of new STEM teacher support that can be scaled to provide support for large numbers of new teachers. In addition to providing support for new STEM teachers working in high-needs schools in Philadelphia, to increase their capacities as teachers and the likelihood that they will stay in teaching, the project will prepare experienced STEM teachers to serve as mentors of new teachers, enhancing the self-sustaining capacity of the network of teachers in Philadelphia. The project will strengthen a growing partnership across seven teacher education institutions in Philadelphia, facilitating regional cooperation efforts devoted to teacher development and support. Finally, through collaborative efforts, the partnership will offer a rich menu of supports for all new STEM teachers in the region, exceeding the capacity of any single institution to support its graduates.