Growing Highly Qualified Mathematics Teachers for a High-Need Rural Area

该项目解决了全国数学教师短缺的问题，这些教师有能力为农村地区的高需求学生提供服务。该项目将招收STEM本科学生完成数学和数学教育双学位，并成为合格的初高中数学教师。这些学生被称为“诺伊斯学者”（Noyce Scholars），他们将获得财政支持，用于支付大学两年双专业课程的全部费用，以及所需的教师资格考试费用。诺伊斯学者将参加一个专业的学习社区和研讨会，探讨社会情感学习、恢复力和不良的童年经历等主题。培训与经历过创伤的青年合作的有效战略是该项目的一个创新特点。毕业后，诺伊斯学者将在高需求学校就业。在他们教学生涯的前两年，他们将接受指导和额外的培训。这种支持旨在帮助他们继续发展成为有效的教师，他们对文化有反应，有弹性，并能在包括美洲原住民和农村人口在内的高需求学校教学。诺伊斯学者预计将在高需求学校任教至少四年。贝米吉州立大学的这个项目包括与Peacemaker Resources、Normandale和Mesabi Range社区学院、Northwest Service Cooperative、Sourcewell、Cass Lake - Bena学区、Laporte学区、Red Lake学区、Schoolcraft学习社区和St. Mary’s Mission School的合作。项目目标包括：(1)招收培养16名数学与数学教育双专业的本科高水平本科生；（ii）确定职前教师为辅导高需要学生而做好准备的重要因素；（三）在高需求地区增加有执照的中学数学教师。该项目整合了对不良童年经历的研究，记录了有此类经历的人所面临的健康和精神挑战。这些知识将被整合为学习社区的一部分，旨在通过严格的STEM双专业支持诺伊斯学者。项目评估将包括探索Noyce学者学习的社会和情感方面对农村学校教学效果的影响。本项目由Robert Noyce教师奖学金项目（Noyce）资助。Noyce计划支持有才华的STEM本科专业和专业人士成为有效的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。它还支持对高需求学区K-12 STEM教师的持久性、留任性和有效性的研究。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

This project addresses the national shortage of mathematics teachers who are well prepared to serve high-need students in rural areas. The project will recruit undergraduate STEM students to complete double majors in mathematics and mathematics education, and to become certified middle/high school mathematics teachers. These students, called “Noyce Scholars,” will receive financial support for the full cost of college attendance for the two years of the double major program, and for the required teacher licensure exams. The Noyce Scholars will participate in a professional learning community and workshops that explore topics such as social-emotional learning, resilience, and adverse childhood experiences. Training in effective strategies for working with youth who have experienced trauma is an innovative feature of the project. Upon graduation, Noyce Scholars will be employed in high-need schools. During the first two years of their teaching careers, they will receive mentoring and additional training. This support is designed to help them continue to develop as effective teachers who are culturally responsive, resilient, and skilled at teaching in high-need schools that include Native American and rural populations. Noyce Scholars will be expected to teach in high-need schools for at least four years.This project at Bemidji State University includes partnerships with Peacemaker Resources, Normandale and Mesabi Range Community Colleges, Northwest Service Cooperative, Sourcewell, Cass Lake – Bena School District, Laporte School District, Red Lake School District, Schoolcraft Learning Community, and St. Mary’s Mission School. Project goals include: (i) recruiting and educating 16 undergraduate highly capable undergraduates who are double majoring in mathematics and mathematics education; (ii) identifying significant factors in preparing pre-service teachers to work with high-need students; and (iii) increasing the available pool of licensed secondary mathematics teachers in a high-need area. The project integrates research on Adverse Childhood Experiences, which documents the health and mental challenges faced by people who have a history of such experiences. This knowledge will be integrated as part of the learning community designed to support the Noyce Scholars through a rigorous STEM double major. Project evaluation will include exploration of the impact of educating Noyce Scholars about social and emotional aspects of learning Scholars on their teaching effectiveness in rural schools. This Track 1: Scholarships and Stipends project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and 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.