Preparing Equity-Minded Mathematics and Science Teachers to Work with Diverse Communities of Learners

威廉和玛丽学院（WM）的这一第一轨道奖学金和津贴诺伊斯项目旨在满足全国对有才华的STEM教师的需求，这些教师准备并致力于在高需求学校教授多样化的学生社区。 该项目包括与六个高需求学区的合作：格洛斯特和新肯特县（农村）;约克和威廉斯堡-詹姆斯市县（郊区）;以及纽波特纽斯和汉普顿（市区）。 一个主要的项目目标是开发一种新的模式：（1）对优秀的数学专业的教学感兴趣;（2）帮助学生保持对STEM教学的持久承诺;（3）培养学生与不同社区有效联系的能力。 该项目将与WM社区参与办公室合作，让一年级和二年级的数学和科学学生参与教学活动和反思。 与WM社区参与工作人员合作，未来的教师将探索所有学生公平获得数学和科学技能的问题。 这些活动将扩大对增强未来教师进行STEM教学的动机的因素的初步研究。 一旦被诺伊斯计划招募，诺伊斯学者将参加两个项目特定的课程。 “学生如何学习”课程将侧重于如何教授学习技能和自我管理。 另一门课程是“高需求学校实习”，将利用对高需求学校的早期访问来帮助诺伊斯学者了解熟练的STEM教师如何有效地支持学生的成功。 该项目还将提供特殊教育和英语学习者教学方面的经验和课程的机会。 该项目将补充课程中的文化能力准备，开展以平等思想和与不同社区合作为重点的活动。 在学校安置新的STEM教师之后，一个辅导计划将使教师在教学的第一年参与技能建设和解决问题。该项目打算招聘和培养33名新教师，他们在STEM学科有执照。 STEM专业将从两个人才库中招募：（1）本科STEM专业，包括转学生，他们将获得本科生或第五年硕士课程的执照;（2）STEM领域的学士后毕业生，他们将完成数学或科学教育硕士课程。 招聘将侧重于区域机构，包括少数民族学生比例偏低的机构。 未来的数学和科学教师将获得6-12年级科学教学认证，以及K-8或6-12年级数学教学认证。 合作伙伴包括六个高需求学区。 该项目打算继续发展与高需求学校的现有伙伴关系，以准备更多的合作教师在学生教学期间监督和指导诺伊斯学者。一个关键目标是将该项目的数据整合到一个已发布的模型中，该模型可以为其他项目提供信息，以改善STEM教师的招聘和准备。 通过培养新的STEM教师和开发一个模型来启动和维持对高需求学校的教学承诺，该项目有可能支持为不同学习者社区有效培养教师的社会目标。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估来支持。

This Track 1 Scholarships and Stipends Noyce project at the College of William and Mary (WM) aims to meet a national need for talented STEM teachers who are prepared and committed to teaching diverse communities of students in high-need schools. The project includes collaborations with six high needs school districts: Gloucester and New Kent Counties (rural); York and Williamsburg-James City Counties (suburban); and Newport News and Hampton (urban). A major project goal is developing a new model to: (1) interest outstanding mathematics majors in teaching; (2) help students sustain an enduring commitment to STEM teaching; and (3) develop students' ability to connect effectively with diverse communities. The project will work with the WM Office of Community Engagement to engage first- and second-year mathematics and science students in teaching activities and reflection. Working with WM community engagement staff, prospective teachers will explore issues of fair access to skills in mathematics and science for all students. These activities will expand preliminary research on factors that enhance the motivation of prospective teachers for STEM teaching. Once recruited into the Noyce Program, Noyce scholars will take two project-specific courses. The "How Students Learn" course will focus on how to teach learning skills and self-management. The other course, a Practicum in High Need Schools, will use early visits to high-need schools to help Noyce Scholars understand how skilled STEM teachers can effectively support student success. The project will also offer opportunities for experiences and courses in special education and teaching English language learners. The project will supplement cultural competency preparation in the curriculum with activities focused on equity-mindedness and working with diverse communities. Following placement of new STEM teachers in schools, a mentoring program will engage teachers in skill-building and problem-solving in their first years of teaching.This project intends to recruit and prepare 33 new teachers who are licensed in STEM disciplines. STEM majors will be recruited from two pools: (1) Undergraduate STEM majors, including transfer students, who will gain licensure as undergraduates or through a fifth-year master's program; and (2) Post-baccalaureates in STEM fields who will complete a master's program in mathematics or science education. Recruitment will focus on regional institutions, including those with high proportions of underrepresented minority students. Prospective mathematics and science teachers will be supported in gaining certification in science teaching for grades 6-12, and in mathematics teaching for grades K-8 or 6-12. Partners include six high-need school districts. The project intends to continue to develop existing partnerships with high-need schools to prepare more cooperating teachers to supervise and mentor Noyce Scholars during student teaching. A key objective is to integrate the project's data in a published model that can inform other programs to improve recruitment and preparation of STEM teachers. Through preparation of new STEM teachers and development of a model to initiate and sustain commitments to teaching in high-need schools, the project has the potential to support societal goals of effective preparation of teachers for diverse communities of learners.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.