Mobilizing STEM Talent for STEM Teaching in the Nashville Public Schools

在纳什维尔公立学校动员STEM人才进行STEM教学“动员STEM人才进行STEM教学”解决了国家日益增长的需求，为新的STEM初中和高中教师招聘，准备和提供有效的入门支持，这些教师拥有STEM领域的学位和强大的特定内容的教学准备。 该项目是一项合作努力，将吸引、准备和支持一批核心STEM教师，为纳什维尔大都会公立学校的高优先级学校服务。该项目还旨在为STEM教师在可预见的未来开发一个经过测试的模型和可持续的管道。 未来教师的招聘将在范德比尔特大学和菲斯克大学的两个不同人群中进行，一个是主修STEM领域的高级本科生，另一个是正在完成高级学位并从事研究或实验室工作的STEM专业人员。 共有25名学生将获得为期两年的职前计划的支持，以获得许可证，并在第一年的教学期间获得一年的支持。两批学生（一批13人，一批12人）将获得为期两年的综合课程和实地经验计划的财政支持，以获得中学STEM许可证，并获得第三年的入门支持。在第一年，当学生完成学位时，他们将与大都市纳什维尔公立中学或高中的一名教师进行为期一年的实习合作，并参加研讨会，以开发城市环境中教学的STEM内容知识。在第二年，学生将完成为期12个月的居住途径，以获得城市学校的执照，如果他们还没有获得STEM内容领域的高级学位，则可以获得MED。在今年，候选人将加入一个教学团队，以了解更多关于有效的教学从教师超越导师教师的课堂。在第三年，学生将过渡到全职教师，并参加专业学习社区，无论是在线还是面对面，在他们的初始诱导年。 学生将参加城市研讨会，在职教师将接受每周的教学辅导，以帮助他们调整自己的教学，以满足城市学生的需求。 形成性和总结性评估的结果将为STEM教师准备社区提供有关培训学生成为城市学校STEM教师的最佳实践的信息。 学生的教学知识，技能和态度将通过前/后调查和评估进行测量，课堂数据将通过观察和访谈收集。

Mobilizing STEM Talent for STEM Teaching in the Nashville Public Schools"Mobilizing STEM Talent for STEM Teaching" addresses the growing national need to recruit, prepare, and provide effective induction support for new STEM middle and high school teachers with degrees in STEM fields and strong content-specific pedagogical preparation. This project is a collaborative effort that will attract, prepare and support a core group of STEM teachers for high-priority schools in the Metro Nashville Public Schools. The project is also intended to develop a tested model and sustainable pipeline for STEM teachers for the foreseeable future. Recruitment of future teachers will occur in two different populations at Vanderbilt University and Fisk University, upper-level undergraduate students majoring in STEM fields and STEM professionals who are completing advanced degrees and working on research or in labs. A total of 25 students will be supported for a two year pre-service program leading to licensure and one year of support during their first year teaching.Two cohorts of students (one cohort of 13 and one of 12) will receive financial support for the duration of a two-year program of integrated coursework and field experiences resulting in secondary STEM licensure, and a third year of induction support. In Year 1, as students complete their degrees in progress, they will participate in a full-year, practicum partnership with one teacher in a metropolitan Nashville public middle or high school, and in a seminar to develop STEM content knowledge for teaching in urban contexts. In Year 2, students will complete a twelve-month residency pathway to licensure in urban schools and a MEd if they are not already earning an advanced degree in a STEM content area. In this year, candidates will join an instructional team to learn more about effective teaching from faculty members beyond the mentor teacher's classroom. In Year 3, students will transition to full-time teachers and participate in professional learning communities, both online and face-to-face, during their initial induction year. Students will attend urban seminars and in-service teachers will receive weekly instructional coaching to help them tailor their teaching to the needs of urban students. The results of formative and summative assessment will provide information for the STEM teacher preparation community on best practices in training students to be STEM teachers in urban schools. Students' pedagogical knowledge, skills, and attitudes will be measured by pre/post surveys and assessments and classroom data will be collected by observations and interviews.