A Model NSF Teaching Fellowship Program to Improve STEM Teacher Recruitment, Preparation, Professional Development, and Retention in Rural High-Need Schools

该Noyce教学研究员项目将为22名最近获得STEM学位的学生和STEM专业人员提供教师认证。该项目将实施和测试一个在高需求农村地区招聘、准备和支持新数学和科学教师的模式，并创建一个由新教师和经验丰富的教师组成的强大社区。在头两年，研究员将获得个人指导和课堂指导，以及基于社区的专业发展机会。在奖学金的最后两年，他们将通过与学校的教师一起工作和协助职前教师准备来开始培养领导技能。该项目的一个独特之处在于，研究员将有机会观察大学教师，然后通过美国国家科学基金会支持的大学课程观察计划，就教学策略向他们提出建议。缅因大学和该州各学区之间的这种伙伴关系是通过诺伊斯能力建设奖建立起来的。该项目将解决缅因州偏远、高需求学校面临的数学和科学教师危机，方法是通过严格的课程学习培训和发展新教师，并扩大一些项目活动，包括导师和内容领域教练，这些导师和内容领域教练是从专业知识得到认可的教师领袖中挑选出来的。在整个项目中，来自高需求学校的导师教师将与研究员合作、提供建议和支持。这些教练将与研究员合作，制定该学科的教学策略，并举办专业发展研讨会，在全州范围内传播示范教学实践。在入职期结束时，助教将获得培训和经验，以承担导师和教练的角色。形成性和总结性评估将侧重于访谈，这些访谈将检查研究员与教师领导的接触以及他们的发展相关的看法和经验。这项工作的结果将在美国教师教育学院协会、美国教育研究协会和全国农村教育协会的会议上广泛发表。为《化学教育杂志》、《科学教育与技术杂志》、《cbe -生命科学教育》等STEM教育刊物撰写稿件。

This Noyce Teaching Fellows project will provide teacher certification for 22 recent STEM degree recipients and STEM professionals. The project will implement and test a model for recruitment, preparation, and support for new mathematics and science teachers in high-needs, rural districts and create a strong community of new and experienced teachers. In their first two years, fellows will receive individual mentoring and classroom coaching along with community-based professional development opportunities. In the last two years of the fellowship, they will begin to develop leadership skills by working with teachers in their schools and assisting in pre-service teacher preparation. A unique feature of the project is the opportunity that fellows will have to observe university faculty and then advise them on teaching strategies through the NSF-supported University Course Observation Program. This partnership between the University of Maine and school districts across that state, was established through a Noyce capacity Building award.This project will address the mathematics and science teacher crisis faced by remote, high-needs schools in the state of Maine by training and developing new teachers through a rigorous course of study and extending some of the project activities to include mentors and content area coaches, chosen among teacher-leaders who have been recognized for their expertise. Throughout the project mentor teachers from high-needs schools will collaborate with, advise, and support the fellows. The coaches will partner with the fellows to develop strategies for teaching in the discipline and deliver professional development workshops to propagate exemplary instructional practices across the state. By the end of the induction period, the teaching fellows will have the training and experience to take on the roles of mentors and coaches themselves. Formative and summative evaluation will focus on interviews that will examine the fellows' perceptions and experiences related to their engagement with teacher-leaders and their development as such. Findings from this work will be presented broadly at conferences of the American Association of Colleges of Teacher Education, American Educational Research Association, and the National Association of Rural Education. Manuscripts will be prepared for the Journal of Chemical Education, the Journal of Science Education and Technology, CBE-Life Science Education and other STEM education publications.