Preparing and Retaining Diverse, High-Quality Secondary School STEM Teachers in Maryland High-Need Schools

该项目旨在帮助马里兰州高中需要的学区建立一支多样化的STEM教师队伍。自2004年以来，马里兰州一直缺乏数学和科学方面的全州教师。在乔治王子郡的公立学校，对数学和科学教师的需求一直很关键，该项目将与这些学校合作。乔治王子郡公立学校90%以上的学生是代表不足的少数族裔。研究表明，拥有同种族的教师会对孩子在学校的成功产生积极影响。鲍伊州立大学是乔治王子郡内的一所历史上一直是黑人的大学，它提供了一个理想的人口来源，可以招聘和准备与学区人口统计相匹配的高技能教师。通过实习机会、学术奖学金、教学培训和辅导活动，该项目旨在吸引、准备、支持和留住乔治王子县公立学校和马里兰州其他高需求学区的有才华的未被充分代表的少数民族中学教师。该项目包括与乔治王子郡公立学校的合作，这是一个高需求的学区，通过实现三个主要目标：1.支持数学教育和科学教育项目招收和保留本科生STEM专业。2.支持诺伊斯学者致力于在高需求学校任教的职业发展。3.支持入职阶段诺伊斯学者教师的成功和留住。这个项目是以社会认知职业理论为基础的，该理论认为个人经历塑造和改变了职业兴趣。通过为学生提供有意义的教学和指导机会，该项目旨在招募生物和数学专业的本科生进入教师职业生涯。为了支持诺伊斯学者致力于在高需求学校任教的成功和留住，该项目计划在乔治王子郡公立学校教学的入职阶段继续提供支持。通过让诺伊斯学者参与与大师教师的指导网络，将形成一个支持性的教育专业人员社区。为了培养教学自我效能感，诺伊斯学者将参加关于响应文化的教育方法和职业发展的教育学研讨会。学者们将有机会参加PRAXIS II预备班，在为期一年的实践课堂经验中执行行动研究项目，参加会议，并参与教育工作者网络机会。作为该项目招募和发展努力的一部分，将创建一个STEM交流俱乐部，在公共活动中让社区成员参与科学。在前三年的资助中，该项目打算在乔治王子郡的一所公立学校提供40个为期一学期的带薪辅导实习机会，并在沃尔特里德陆军研究院的GEMS计划夏令营项目中提供18个带薪暑期实习机会。到奖项结束时，该项目打算培养至少23名新的中学教师，他们准备让学生在高中生物和数学方面获得成功的学习经验。该项目的研究和评估议程将衡量项目活动如何影响学者们选择教师作为职业的自我效能感和结果预期。总体而言，该项目打算增加在高需求学校任教的人数不足的少数族裔教师人数。它还旨在提供对培训和留住STEM教师职业中代表性不足的少数群体的成功方法的见解。这个Track 1：奖学金和津贴项目由罗伯特·诺伊斯教师奖学金计划(Noyce)提供支持。Noyce计划支持有才华的STEM本科专业和专业人员成为有效的K-12 STEM教师，并支持经验丰富、模范的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、保留率和有效性的研究。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

This project aims to help build a diverse STEM teacher workforce in Maryland high-need school districts. Since 2004, Maryland has had a statewide teacher shortage in mathematics and science. The need for mathematics and science teachers is persistently critical in Prince George’s County Public Schools, with whom the project will work. More than ninety percent of the students in Prince George’s County Public Schools are underrepresented minorities. Research has shown that the success of children in school is positively affected by having same-race teachers. Bowie State University, a historically black institution within Prince George’s County, provides an ideal population from which to recruit and prepare highly skilled teachers who match the demographics of the school district. Through internship opportunities, academic scholarships, pedagogical training, and mentoring activities, this project seeks to attract, prepare, support, and retain talented underrepresented minority secondary teachers in Prince George’s County Public Schools and other Maryland high-need school districts. The project includes a partnership with Prince George’s County Public Schools, a high-need school district through achieving three main goals: 1. To support the recruitment and retention of undergraduate STEM majors into Math Education and Science Education programs. 2. To support career development of Noyce scholars committed to teaching in high-need schools. 3. To support success and retention of induction-phase Noyce scholar teachers. This project is modeled on social cognitive career theory, which posits that personal experiences shape and alter career interests. By providing students with meaningful teaching and mentorship opportunities, this project aims to recruit undergraduates majoring in biology and mathematics into teaching careers. To support the success and retention of the Noyce scholars committed to teaching in high-need schools, the project plans continued support during the induction phase of teaching in Prince George’s County Public Schools. A supportive community of educational professionals will be developed through the engagement of Noyce Scholars in a mentoring network with master teachers. To develop teaching self-efficacy, Noyce Scholars will attend pedagogy seminars on culturally responsive educational approaches and career development. The Scholars will have opportunities to attend Praxis II prep workshops, perform action research projects in their yearlong practical classroom experience, attend conferences, and engage in educator networking opportunities. As part of the project’s recruitment and development efforts, a STEM communication club will be created to engage community members in science at public events. For each of the first three years of funding, the project intends to offer 40 paid, semester-long tutoring internships in a Prince George’s County Public School and 18 paid summer internships in the Walter Reed Army Institute of Research’s GEMS program summer camp program. By the end of the award, the project intends to produce at least 23 new secondary teachers who are prepared to engage students in successful learning experiences in high school biology and mathematics. The project’s research and evaluation agenda will measure how program activities impact Scholars’ self-efficacy and outcome expectancy toward choosing teaching as a career. Overall, this project intends to increase the number of underrepresented minority teachers who are well-prepared to teach in high-need schools. It also aims to provide insights into successful methods for training and retaining underrepresented minorities in STEM teaching careers. 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.