Recruiting and Preparing Exemplary Science and Mathematics Teachers through a Student Teacher Residency Model

这个Noyce Track 1项目响应了全国和丹佛地区为高需求学区提供优秀科学和数学教师的持续需求。在Robert Noyce教师奖学金项目的资助下，科罗拉多大学丹佛分校（CU Denver）的这个项目将招收30名科学和数学专业的学生，特别是那些来自STEM传统上代表性不足的群体的学生，攻读二级教学执照。符合条件的学生将获得高达20,000美元的一年学士学位后研究生学习，以获得执照和教育硕士学位。该项目的招聘策略之一是为潜在的Noyce学者提供带薪实习机会，让他们参加一些活动，以暴露和增强对STEM教育活动的兴趣，从而探索将教学作为一种可能的职业选择。潜在的实习活动包括（但不限于）：在科学实验室或科学教育中进行暑期或学年的研究经验，K-12外展活动（辅导，课后STEM俱乐部，课堂助手），在高中和大学之间的STEM桥梁项目中进行辅导，以及在暑期STEM夏令营中担任辅导员。科罗拉多大学-丹佛诺伊斯学者将通过学生教师实习计划获得执照，在那里，他们将每周四天沉浸在课堂环境中，与来自合作伙伴高需求地区丹佛公立学校（DPS）的模范教师导师一起学习。这将从他们的学士学位后教师执照计划开始。他们传统上在科罗拉多大学-丹佛教育与人类发展学院完成的课程内容将通过每周的研讨会进行，在第五天进行，再加上在线课程。学生教师实习模式代表了教师教育方法的循证转变。科罗拉多大学丹佛分校小学教师培训项目的结果表明，当课堂沉浸式教学与课程作业相结合时，可以增强课程作业的情境性，从而更好地将教育理论与课堂实践相结合。该项目认为，这种整合对STEM教师候选人尤其有益，因为与数学和科学相关的教学内容知识深深植根于背景、背景和教学策略。为了在他们的教学生涯开始时提高课堂效率，导师教师将被精心挑选并与Noyce学者相匹配，以创造最佳的学习机会。本项目的教师候选人也将得到Noyce导师的支持。作为具有STEM背景的硕士教师，Noyce导师将作为Noyce学者的持续导师，从他们被选为Noyce学者开始，一直持续到他们的实际教学入职年。Noyce导师已经被证明是一个非常成功的支持角色，为科罗拉多大学丹佛分校的初级职前教师和新手教师提供支持。该项目还将以讲习班的形式提供额外的执照后入职支持。研究表明，这种类型的支持对于为新教师提供他们在课堂上取得成功所需的早期专业发展策略至关重要。对入职支持的研究也表明，它提高了新教师在五年之后留在该行业的可能性。最终，该项目与DPS的住院医师计划合作实施STEM队列，再加上以STEM为重点的入职支持，为其他教师培训计划以及高需求地区的STEM招聘和保留工作提供了强有力的模式。

This Noyce Track 1 project responds to a national need and a persistent need in the Denver area to provide excellent teachers of science and mathematics to high-need school districts. With funding support from the Robert Noyce Teacher Scholarship program, this University of Colorado Denver (CU Denver) project will recruit thirty (30) science and mathematics majors, particularly those from traditionally underrepresented groups in STEM, to pursue secondary teaching licensure. Eligible students will receive up to $20,000 for one year of post-baccalaureate graduate study leading to licensure and an M.A. in Education. Among the project's recruitment strategies are paid internships for potential Noyce Scholars to participate in activities that expose and enhance interest in STEM educational activities in order to explore teaching as a possible career choice. Examples of potential internship activities include (but are not limited to): summer or academic year research experiences in a scientific laboratory or in science education, K-12 outreach activities (tutoring, after school STEM clubs, classroom helpers), tutoring in STEM bridge programs between high school and college, and serving as counselors in summer STEM camps. CU-Denver Noyce Scholars will obtain licensure through a student teacher residency program, where, four days a week, they will be immersed in a classroom setting with an exemplary teacher mentor from the partner high-need district, the Denver Public Schools (DPS). This will occur from the outset of their post-baccalaureate teacher licensure program. The course content that they would traditionally complete in the CU-Denver School of Education and Human Development will occur through a weekly seminar, occurring on the fifth day, coupled with online course offerings. The student teacher residency model represents an evidence-based shift in the approach to teacher education. Results from this program in elementary teacher preparation at CU-Denver have demonstrated that classroom immersion, when it parallels coursework, enhances the contextual aspects of that coursework leading to better integration of educational theory and classroom practice. This project posits that this integration will be particularly beneficial to STEM teacher candidates, as the pedagogical content knowledge associated with mathematics and science is so deeply rooted in context, background, and instructional strategies. In order to promote greater efficacy in the classroom at the outset of their teaching careers, mentor teachers will be carefully selected and matched with the Noyce Scholars in order to create the best opportunities for learning. Teacher candidates in this program will also receive support from the contributions of the Noyce Mentor. As a master teacher with a STEM background, the Noyce Mentor will serve as a consistent mentor to the Noyce Scholars, from the beginning of their selection as Noyce Scholars and continuing through their induction year of actual teaching. The Noyce Mentor has proven to be an extremely successful support role for pre-service and novice teachers at CU-Denver at the elementary level. This project will also provide additional post-licensure induction support in the form of workshops. Research has shown that this type of support is critical in providing new teachers with early professional development strategies they need to be successful in the classroom. Research on induction support has also shown that it improves the likelihood that new teachers will stay in the profession beyond the five-year mark. Ultimately, this project's implementation of a STEM cohort in partnership with DPS's Residency Program coupled with STEM-focused induction support offers a strong model for other teacher preparation programs and for STEM recruitment and retention efforts in high-need districts.