A Community-Based and Culturally Responsive Approach to STEM Teacher Preparation, Induction and Retention

迈阿密大学的Noyce项目将促进对科学和数学教师职前准备、入职和保留的作用和前景的理解，这种基于社区的、文化响应的方法。该项目将以迈阿密大学的城市教学队列计划为基础，该计划采用基于社区和文化响应的方法来培养教师。在这种方法中，当教师候选人准备在服务于高需求社区的合作学校任教时，他们会逐渐地、有意地沉浸在以社区和学校为基础的经验中。如果来自高需求学区和经济弱势社区的种族、民族和文化多样化的学生要内化知识和批判意识，准备并赋予他们能力，以抓住大学和职业机会，以及为自己、家庭和社区辩护，那么将未来的科学和数学教师培养成社会正义的代理人是一种必要的转变。此外，从该项目收集的数据将通过将该方法与缺乏多元文化焦点的传统STEM教师培训方法进行比较，来衡量该方法对候选人学习教学的有效性。该项目是一个伙伴关系，涉及大学的教育、健康与社会学院、艺术与科学学院和城市教学队列项目，与俄亥俄州辛辛那提公立学校和米德尔敦城市学区合作。该项目将为34名有才华的STEM本科生和STEM专业人员提供两个奖学金和津贴途径以及实习选择，以获得7-12年级的中学科学或数学教师资格。途径1将为致力于通过追求STEM内容学科和综合数学或科学教育的双学位而成为Noyce学者的STEM本科专业学生做好准备。途径2将提供为期一年的津贴，以支持杰出的STEM专业人员和最近的STEM毕业生通过中学科学或数学教育硕士学位来获得教师资格。该项目还将为Noyce学者提供强大的指导和专业发展项目，支持他们过渡到全职教学，并帮助他们度过困难的早期入门阶段，研究表明教师流失率最高。

This Noyce project at Miami University will advance understanding of the role and promise of a community-based, culturally responsive approach to science and mathematics teachers' pre-service preparation, induction, and retention. The project will build upon Miami University's Urban Teaching Cohort program which employs the community-based and culturally responsive approach to teacher preparation. In this approach, teacher candidates are incrementally and intentionally immersed in community- and school-based experiences as they prepare to teach in partner schools serving high-need communities. Preparing future science and mathematics teachers as agents of social justice is a necessary shift if racially, ethnically, and culturally diverse students from high-need school districts and economically disadvantaged communities are to internalize the knowledge and critical consciousness that will prepare and empower them to seize opportunities for college and career, as well as to advocate for themselves, their families, and communities. Additionally, data collected from this project will measure the effectiveness of this approach on candidates' learning to teach by comparing it with traditional approaches to STEM teacher preparation which lack a multicultural focus.This project is a partnership involving the university's College of Education, Health and Society, College of Arts and Science, and Urban Teaching Cohort program in collaboration with Cincinnati Public School and Middletown City School districts in Ohio. The project will offer two scholarship and stipend pathways and an internship option for 34 talented STEM undergraduates and STEM professionals to pursue secondary science or mathematics teacher certification in grades 7-12. Pathway 1 will prepare undergraduate STEM majors who commit to becoming Noyce scholars through the pursuit of a double major in a STEM content discipline and in integrated mathematics or a science education. Pathway 2 will provide one-year stipends to support outstanding STEM professionals and recent STEM graduates to pursue teacher certification through a master's degree in secondary science or mathematics education. The project will also provide a robust mentoring and professional development project for Noyce scholars that supports their transition into full-time teaching and assists them during the difficult early-induction period, where research cites the highest rate of teacher attrition occurs.