Recruiting and Training Community College and University Students to Become Culturally Responsive and Proficient Mathematics Teachers in Iowa

在Robert Noyce教师奖学金计划（Noyce）的支持下，这个轨道1：奖学金和津贴项目旨在为高素质的中学数学教师服务。具体而言，该项目旨在招聘和支持34名学生成为高需求学区的中学数学教师。 该项目包括爱荷华州大学和得梅因地区社区学院之间的伙伴关系，与爱荷华州市、得梅因和锡达拉皮兹的学校合作。为了招聘学者，该项目将制定和实施新的协调招聘战略，鼓励在得梅因地区社区学院和爱荷华州大学就读数学课程的学生考虑从事中学数学教学。通过一个全面的教师准备计划，该项目旨在帮助诺伊斯学者发展他们的数学内容知识，以及他们的一般和文化反应的教学技能。因此，该项目预计将产生熟练的，有资格证书的教师谁将减少在爱荷华州的高需求地区的中学数学教师短缺。该项目将提供本科生和研究生的学术，社会支持和财政支持，因为他们追求他们的数学教学许可证。 攻读数学学士学位并获得教师证书的学生将在大三和大四获得奖学金。 拥有数学学士学位的学生或爱荷华州大学4+1课程的学生将获得一年的助学金，因为他们将攻读数学教学硕士学位。 诺伊斯学者将在高需求的教室与教师和学生合作并观察他们，与导师匹配，有机会授课，并参加夏季研讨会和实习机会。 这些经验旨在帮助学者们在教学和数学内容知识方面建立持久的基础。该计划还将为学者提供文化敏感的教学知识和技能的培训。该项目旨在通过对课程研究方法的文化适应性调整，使学者们做好在高需求学校工作的准备。此外，诺伊斯学者将参加国家和国家数学教育会议（如数学教师的国家理事会），以接触到当前的数学教学实践。一个严格的项目评估旨在确定哪些因素最好：（1）准备学者提供文化敏感的教学;（2）提高职前数学教师的熟练程度;（3）吸引不同背景的人，在数学和数学教师中代表性不足，在高需求的学校工作。该项目的结果将通过出版物和会议介绍广泛分享。诺伊斯计划支持有才华的STEM本科专业和专业人士成为高需求学区的有效K-12 STEM教师，并支持经验丰富的模范K-12 STEM教师成为高需求学区的STEM硕士教师。该奖项反映了NSF的法定使命，并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，被认为值得支持。

With support from the Robert Noyce Teacher Scholarship Program (Noyce), this Track 1: Scholarships and Stipends project aims to serve the national for highly-qualified secondary school mathematics teachers. Specifically, this project aims to recruit and support 34 students to become secondary mathematics teachers in high-need school districts. The project includes a partnership between the University of Iowa and the Des Moines Area Community College, in collaboration with schools in Iowa City, Des Moines, and Cedar Rapids. To recruit scholars, the project will develop and implement new coordinated recruitment strategies to encourage students enrolled mathematics courses at Des Moines Area Community College and University of Iowa to consider careers in secondary mathematics teaching. Through a comprehensive teacher preparation program, the project aims to help Noyce Scholars develop their mathematical content knowledge, as well as their general and culturally responsive teaching skills. As a result, the project expects to produce skilled, credentialed teacher who will decrease the shortage of secondary mathematics teachers in high-need districts in Iowa.The project will provide undergraduate and graduate students with academic, social support, and financial support as they pursue their mathematics teaching licensure. Students pursuing a baccalaureate degree in mathematics with teacher certification will receive scholarships in their junior and senior years. Students with baccalaureate degrees in mathematics or who are in the University of Iowa 4+1 program will receive one-year stipends as they pursue a Master of Arts in Mathematics teaching. Noyce Scholars will work with and observe teachers and students in high-need classrooms, be matched with mentors, have opportunities to teach, and participate in summer workshops and internship opportunities. These experiences are intended to help the Scholars develop a durable foundation in pedagogical and mathematics content knowledge. The program will also provide Scholars with training in culturally responsive pedagogical knowledge and skills. The project aims to prepare the Scholars to work in high-need schools through a culturally responsive adaptation of the Lesson Study approach. Additionally, Noyce Scholars will attend state and national mathematics education meetings (such as the National Council of Teachers of Mathematics) to be exposed to current teaching practices in mathematics. A rigorous project evaluation seeks to determine which factors best: (1) prepare Scholars to provide culturally responsive teaching; (2) increase proficiency among pre-service mathematics teachers; and (3) attract individuals of diverse backgrounds that are underrepresented in mathematics and among mathematics teachers to work in high-needs schools. Findings from the project will be shared broadly through publications and conference presentations. The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers in high-need school districts, and supports experienced, exemplary K-12 STEM teachers to become STEM master teachers in high-need school districts. It also supports research on the persistence, retention, and effectiveness of K-12 STEM teachers in high-need school districts.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.