Preparing Post-Baccalaureate and Undergraduate STEM Majors in the Physical Sciences to be Teachers in High-Need School Districts

罗伯特·诺伊斯奖学金和助学金第一轨项目旨在培养29名物理科学(化学、物理和物理科学)教师，他们具有深厚的学科知识和特定于内容的教学技能，以及支持高需求学区的初中生和高中生取得高度成功的战略。具体地说，该项目将招聘毕业后的STEM毕业生，包括转行的人，以及本科STEM专业的大四学生。目前，全国不到一半的化学和物理课堂由拥有该学科学位的教师授课。与高需求学区合作，该项目的三个主要目标是：(目标1)实施一项计划，招聘29名拥有或获得物理或化学学士学位的个人，以使他们做好准备，成为高需求学区的优秀初中和高中物理教师；(目标2)培养这些诺伊斯奖学金获得者，通过与不同文化背景的社区、来自低社会经济背景的学生合作，以及利用通用设计进行学习，使他们能够成功地在高需求城市学区教学；和(目标3)支持这些新教师度过入职年限，以增加他们坚持从事教师职业的可能性，特别是在高度需要的学区。罗伯特·诺伊斯奖学金和通过这笔助学金获得的津贴将提供学费和入职年的支持，使正在转行成为教师的本科毕业生和STEM专业人员以及获得化学或物理学士学位的本科生在经济上可行地过渡到教学。所有诺伊斯奖学金获得者都将获得教师执照，获得学士学位后的诺伊斯奖学金获得者也将完成教学文学硕士学位。留住该专业的新科学教师是确保所有学生都能获得优质科学教育的挑战之一。虽然衡量一名新教师是否会成为一名好教师的最佳指标之一是他们的教学知识，但衡量一名新教师是否会长期从事这一职业的一个极其重要的指标是他们的教学准备质量。因此，受监督的实践经验的长度是至关重要的。通过该项目提供的全年项目包括三个学期的实习前和实习经验，与来自高需求学校的学生一起在各种项目中工作，在高需求课堂观察和协助，然后在这样的课堂上从事教学。这些受监督的活动得到了课程的支持，课程中讨论了课堂管理和科学教学的最佳方法，并阅读了教育研究文献。教师培训计划的特点是一批科学教师候选人一起参加教育学课程和关于STEM有效教学实践的专门研讨会。入职计划在教学的头两年进行，包括每月一次的会议和大师教师的指导。该项目有一个强大的招聘计划，利用专业网络、社交媒体，并直接向高科技公司和拥有大型生产设施的公司的职业中心和人力资源部进行营销，这些公司雇用了科学和工程专业人员。该项目将至少在三个方面造福社会：1)对大波士顿地区的学生和学校的直接影响，以及这29名诺伊斯学者未来在其他地方任教的可能性；2)诺伊斯学者在该项目和之前的波士顿大学诺伊斯计划的基础上，记录态度和教学内容知识收获以及影响教师坚持不懈的因素的纵向研究的可能性；以及3)分享与成功的战略相关的知识，以及那些主要是招募物理科学领域的职业改革者进入教学领域的战略。

This Robert Noyce Scholarships and Stipends Track 1 project intends to produce 29 teachers of the physical sciences (chemistry, physics, and physical science) with deep disciplinary content knowledge and pedagogical skills specific to the content, as well as strategies for supporting middle and high school students, in high-need school districts, in being highly successful. Specifically, this project will recruit post-baccalaureate STEM graduates, including career changers, as well as undergraduate STEM majors in their senior year. Currently, less than half of the nation's chemistry and physics classes are taught by a teacher with a degree in the discipline. Working in collaboration with high-need school districts, the project's three principal goals are to: (Goal 1) implement a plan to recruit 29 individuals who possess or earn a baccalaureate degree in physics or chemistry in order to prepare them to be great middle and high school teachers of the physical sciences in high-need school districts; (Goal 2) prepare these Noyce Scholars to be successful in teaching in high-need urban school districts through a focus on working with communities of diverse cultural backgrounds, students from low socioeconomic backgrounds, and the employment of universal design for learning; and (Goal 3) sustain these nascent teachers through their induction years in order to increase the likelihood of their persisting in the teaching profession, particularly in high-need school districts. The Robert Noyce scholarship and stipends received through this grant will provide the tuition and induction year support to make the transition into teaching economically feasible for post-baccalaureates and STEM professionals who are changing careers to become teachers, as well as for undergraduate seniors earning a baccalaureate degree in chemistry or physics. All Noyce Scholars will earn teacher licensure, with the post-baccalaureate Noyce Scholars also completing a Master's of Arts in Teaching.Retention of new science teachers in the profession is one of the challenges for ensuring that all students have access to an excellent science education. While one of the best indicators of whether a new teacher will be a good teacher is their content knowledge, an extremely important indicator of whether a new teacher will remain in the profession for an extended period is the quality of their pedagogical preparation. Thus, the length of the supervised practical experience is critical. The full-year program offered through this project includes pre-practicum and practicum experiences for three semesters working with students from high-need schools in various programs, observing and assisting in a high-need classroom, and then engaging in teaching in such a classroom. These supervised activities are bolstered by courses in which best methods of classroom management and science teaching are discussed along with readings from the education research literature. The teacher preparation program features the cohorts of science teacher candidates taking pedagogical educational courses together and specialized seminars on effective teaching practices in STEM. The induction program, which occurs during the first two years of teaching, includes monthly meetings and mentoring by master teachers. The project has a robust recruitment plan exploiting professional networks, social media, and marketing directly to career centers and human resources departments of high-tech companies and companies with large production facilities which employ science and engineering professionals. This project will benefit society in at least three ways: 1) direct impact on the students and schools in the Greater Boston area, and wherever else these 29 Noyce Scholars teach in the future; 2) the potential for a longitudinal study documenting attitudinal and pedagogical content knowledge gains, as well as factors influencing teacher persistence, of the Noyce Scholars in this project and the prior Boston University Noyce program upon which it builds; and 3) sharing what is learned related to strategies that are successful and those that are not in recruiting primarily career changers in the physical sciences into teaching.