Urban Clinical Residency and Induction Support for Preparing Secondary STEM Teachers

印第安纳波利斯大学将开展“UIndy STEM 3”，这是诺伊斯第一轨道（奖学金津贴）项目，将招募和准备至少36名STEM毕业生和/或STEM专业人员，他们致力于担任中学STEM教师。为了培养具备内容和教学知识的高效STEM教师，该项目将在为期一年的临床实习中将课程与课堂实践相结合，在此期间，诺伊斯学者将在合作导师的指导下工作。之后将提供两年的住院后指导支持。为了加强STEM课程的学习，诺伊斯学者将把基于项目的学习作为一种教学策略。这种模式将准备诺伊斯学者担任教师领导人谁是能够：内容知识转化为文化和发展响应课程;采用各种战略，以鼓励学生的识字，参与和自我效能;采用差异化的教学，以满足所有学生的需求;评估专业实践对学生成绩的影响;使用数据驱动的反思，以修改专业实践; UIndy STEM 3 Noyce计划将通过以下方式为教师准备提供最佳实践：将临床住院医师经验与严格的课程相结合;大学与高需求的当地教育机构之间的真实合作关系;以及沙欣艺术与科学学院和教育学院之间的真实合作。课程作业和临床住院医师经验将被整合到与当地教育机构日历一致的全日制课程中，并将使学者在一年内获得教学文学硕士（MAT）学位，沿着获得STEM内容领域的许可证。 将评估诺伊斯学者和合作导师教师（CMT）的临床住院医师的影响。此外，CMTs作为教师领导者通过他们的经验，从事诺伊斯学者和他们与大学教师的关系受益的程度将进行评估。最终，从这个项目的研究结果将有助于教师教育的有效实践的知识在全国各地的MAT课程教学艺术硕士和临床住院医师的好处。

The University of Indianapolis will undertake "UIndy STEM3", a Noyce Track 1 (Scholarships & Stipends) project that will recruit and prepare at least 36 STEM graduates and/or STEM professionals who are committed to serve as secondary STEM teachers. To prepare highly effective STEM teachers who possess both content and pedagogical knowledge, the project will integrate coursework with classroom practice in a year-long clinical residency, during which Noyce Scholars will work under the guidance of a cooperating mentor teacher in a partnering high-need school district. This will be followed by two years of post-residency mentoring support. To enhance learning in STEM courses, Noyce Scholars will incorporate project based learning as an instructional strategy. This model will prepare Noyce Scholars to serve as teacher leaders who are able to: translate content knowledge into culturally and developmentally responsive curricula; employ a variety of strategies to encourage students' literacy, engagement, and self-efficacy; employ differentiated instruction to meet the needs of all students; assess the impact of professional practice on student achievement; use data-driven reflection to modify professional practice; and advocate for high-quality urban education.The UIndy STEM3 Noyce Initiative will model best practices in teacher preparation through: the integration of a clinical residency experience with rigorous coursework; authentic collaborative relationships between the university and high-need local education agencies; and authentic collaboration between the faculty of the Shaheen College of Arts and Sciences and the School of Education. Coursework and clinical residency experiences will be integrated in a full-time program aligned with local education agency calendars and will result in scholars earning, within one year, a Master of Arts in Teaching (MAT) degree along with licensure in a STEM contentarea. The impact of the clinical residency on both the Noyce Scholars and the cooperating mentor teachers (CMTs) will be evaluated. Additionally, the extent to which CMTs benefit as teacher leaders through their experience engaging Noyce Scholars and from their relationships with university faculty will be assessed. Ultimately, the findings from this project will contribute to the knowledge of effective practices in teacher education in Master of Arts in Teaching MAT programs throughout the country and the benefits of clinical residencies.