Noyce Northeast Regional Conferences III

认识到支持教师作为专业人士的必要性，罗伯特·诺伊斯教师奖学金计划赞赏将诺伊斯教师学者和支持他们的大学教师聚集在一起的必要性和机会，以便继续建立网络。 因此，诺伊斯计划支持这种结构化的机会，以建立网络，加深内容知识和教学敏锐性，并相互挑战，大胆地改进高需求学区STEM学科的教学。 由诺伊斯计划资助的东北地区会议III项目将支持为期三年的诺伊斯地区会议，以服务并汇集东北地区的所有诺伊斯项目。 每年，来自75个项目的个人（项目管理人员和诺伊斯学者）将通过该赠款获得财政支持，以参加每年在不同城市（纽约州布鲁克林、马萨诸塞州剑桥和纽约州奥尔巴尼）举行的会议。 该项目将努力为参与者提供学习实践的机会，使他们能够为学生和社区创造公平的学习空间。 将在会议上举办讲习班的实体包括纽约的美国自然历史博物馆和斯托尼布鲁克大学的艾伦·阿尔达传播科学中心;后者将制定针对教师的课程，并部署工作人员举办关于有效传播技术内容的讲习班。会议的总体目的是通过专业网络，演讲和研讨会来推进STEM教师的内容知识和教学实践。 这些会议将使与会者能够学习，讨论和实践最新的STEM内容教学方法，并提供直接的主题培训，包括如何提高沟通技巧，领导力，以及如何更好地使用非正式的STEM学习中心。该会议项目的目标是通过对自2012年以来发生的过去东北地区会议的评估而得知的。所有三个会议将集中在高需求学校的成功教学的主题。 该项目的目标包括：（i）继续建立一个由诺伊斯项目领导者、教师和学者组成的社区，他们合作改善高需求学校的教学;为诺伊斯学者和诺伊斯获奖人员提供特殊的专业发展机会;（ii）在高需求学校推进STEM教学的知识基础;（iii）探讨诺伊斯长期项目的挑战和成功之处，以帮助为未来项目制定成功蓝图;以及（iv）探索使用非正式STEM学习作为资源，以协助参与和招聘未来的STEM教育工作者。 在线小型会议将与来自区域诺伊斯项目及其学区的代表举行，以共同规划和组织每年的会议。 东北地区的每个诺伊斯项目将得到支持，带来一个由四名参与者组成的团队，其中包括一名教师/项目团队成员和三名诺伊斯教师学者。其他与会者将包括在职教师，诺伊斯计划校友，当地学区领导人，会议和主旨发言人。 诺伊斯学者和其他利益相关者在教学和学习的数学和科学谁住在附近的会议每年将被容纳参加至少一天的区域会议。 评价将审查会议的执行情况和与会者在会议期间所受的影响，并衡量与会者离开会议后所受的影响。 那些从事这个专业网络企业的工作有可能产生更广泛的影响，因为它推进了高需求学区的教学和学习，并促进了诺伊斯教师学者的不断进步，因为他们坚持在教学行业。

In recognition of the necessity to support teachers as professionals, the Robert Noyce Teacher Scholarship program appreciates the need and opportunity to bring Noyce Teacher Scholars, and the university faculty that support them, together for the purpose of continued networking. Therefore, the Noyce program supports this structured opportunity for networking, growing in depth of content knowledge and pedagogical acumen, and challenging each other to work boldly to improve the teaching and learning of STEM disciplines in high-need school districts. The Northeast Regional Conferences III project, funded by the Noyce program, will support three years of Noyce regional conferences to serve and bring together all Noyce projects in the northeast area. Each year, individuals (project administrators and Noyce scholars) from 75 projects will receive financial support through this grant to participate in the conferences which will be held in a different city each year (Brooklyn, NY, Cambridge, MA, and Albany, NY). The project will work to provide opportunities for participants to learn about practices which will enable them to create equitable learning spaces for their students and communities. Among the entities that will provide workshops at the conferences are the American Museum of Natural History (AMNH) in New York and the Alan Alda Center for Communicating Science, located at Stony Brook University; the latter will develop teacher specific curriculum and deploy staff to conduct the workshops on effective communication of technical content. The overarching intent of the conferences is to advance content knowledge and pedagogical practices of STEM teachers through professional networking, presentations, and workshops. The conferences will enable participants to learn about, discuss and practice the latest methods for teaching STEM content and provide direct training in topics including how to improve communication skills, leadership, and how to better use informal STEM learning centers.The goals of this conference project are informed by the evaluation of past Northeast Regional Conferences which have occurred since 2012. All three conferences will focus on the theme of Successful Teaching in High-Need Schools. The project goals include to: (i) continue to build a community of Noyce project leaders, teachers and scholars who collaborate to improve teaching and learning in high-need schools; provide exceptional professional development opportunities for Noyce Scholars and Noyce awardee personnel; (ii) advance the knowledge base of teaching STEM in high-need schools; (iii) explore challenges and successes of long term Noyce projects to help create a blueprint of success for future programs; and (iv) explore the use of informal STEM learning as a resource to assist in engagement and recruitment of future STEM educators. Online mini-conferences will be held with representatives from regional Noyce projects and their school districts to collaboratively plan and organize the conference each year. Each Noyce project in the northeast region will be supported in bringing a team of four participants, consisting of one faculty/project team member and three Noyce Teacher Scholars. Other conference participants will include in-service teachers, Noyce program alumni, local school district leaders, and conference and keynote speakers. Noyce Scholars and other stakeholders in teaching and learning of mathematics and science who live near the conference each year will be accommodated to attend at least one day of the regional conference. The evaluation will examine both the implementation and impact of the conferences on the participants while at the conference as well as measure impacts on the participants after they leave the conferences. The work of those engaged in this professional networking enterprise has the potential for broader impact as it advances teaching and learning in high-need school districts and promotes the continuous progress of Noyce Teacher Scholars as they persist in the teaching profession.