Building Capacity for a Preservice STEM Teacher Pipeline in Hawaii

该项目旨在满足夏威夷高需求学区培养高质量教师的国家需求。正如夏威夷州教育部提供的数据所显示的那样，夏威夷州对合格的STEM教师有着强烈的需求。该项目旨在建立能力，以制定一项教学认证方案，使参与者为在海岛、农村、高需求学区服务做好准备。具体来说，它旨在为希望改变职业的STEM专业人员开发一个新的社区学院职前教师教育计划，并促进社区学院STEM专业转移到现有的大学职前教师教育计划中。该项目还侧重于未来招聘和保留的能力建设，这将使成功的全州联盟能够扩大规模，产生更广泛的影响。夏威夷大学毛伊岛学院的这个项目包括与夏威夷州教育部、夏威夷大学马诺阿分校教育学院、夏威夷土地和自然资源部以及社区专家建立伙伴关系。该项目的总体目标是创建一个社区大学职前教师教育计划，通过为职业转变的STEM专业人员提供服务，并促进STEM本科生转入大学教师教育计划，从而增加K-12教师的数量。这些新的K-12教师将准备在高需求学校服务，这些学校的大多数学生是夏威夷原住民，菲律宾人或其他未被充分代表的少数民族。该项目打算在两次毛伊岛诺伊斯峰会上召集合作者，与主要利益攸关方探讨毛伊岛STEM教师队伍中的差距，并寻求他们的帮助，为高需求学校准备一个广泛而多样化的STEM K-12教师队伍。该项目还寻求建立绩效指标的基线，用于监测填补STEM教学空白领域的有效性和效率，以及扩大夏威夷原住民、菲律宾人和其他代表性不足的少数民族的招聘和保留。该项目借鉴了“成长你自己”项目的理论，该理论建议从学校社区中建立一个教师候选人库。这些教师将更有可能反映学生的种族、民族和经济特征，并且更有可能在该地区停留更长的时间。这一理论得到了研究的支持，研究表明，教师通常更喜欢在与他们成长的地方相似的地理位置教学，在那里他们与学生有着相似的背景。该能力建设项目由罗伯特·诺伊斯教师奖学金项目（诺伊斯）支持。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 aims to serve the national need of preparing high-quality teachers for high-need school districts in Hawaii. As demonstrated by data provided by the State of Hawaii Department of Education, Hawaii has a strong need for qualified STEM teachers. This project intends to build capacity for developing a teaching certification program that will prepare participants to serve in island-based, rural, high-need school districts. Specifically, it aims to develop a new community college preservice teacher education program for STEM professionals wishing to change careers, as well as to promote transfer of community college STEM majors into an existing university-based preservice teacher education program. The project also focuses on building capacity for future recruitment and retention that will allow successful statewide alliances to be scaled up for broader impact.This project at University of Hawaii Maui College includes partnerships with the Hawaii State Department of Education, the University of Hawaii at Manoa - College of Education, the Hawaii Department of Land and Natural Resources, and community experts. The overall goal of the project is to create a community college preservice teacher education program that will increase the number of K-12 teachers by serving career-changing STEM professionals and promoting transfer of STEM undergraduates into a university-based teacher education program. These new K-12 teachers will be prepared to serve in high-need schools in which a majority of the students are Native Hawaiian, Filipino, or other underrepresented minorities. The project intends to convene collaborators at two Maui Noyce Summits to explore with major stakeholders the gaps in the Maui STEM-teacher pipeline and to seek their assistance in preparing a broad and diverse STEM K-12 teacher pool for high-need schools. The project also seeks to establish baselines of performance metrics that could be used to monitor the effectiveness and efficiency of filling the STEM teaching gap areas and for scaling up recruitment and retention of Native Hawaiians, Filipinos, and other underrepresented minorities. The project draws from the Grown-Your-Own program’s theory that proposes to build a pool of teacher candidates from the school community. These teachers will be more likely to reflect the racial, ethnic, and economic characteristics of the students, and will be more likely to stay in the district for a longer period of time. This theory is supported by research demonstrating that teachers often prefer to teach in geographic locations that are similar to the places where they grew up and where they share similar backgrounds as the students. This Capacity Building project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professional to become effective K-12 STEM teachers and experienced, exemplary K-12 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.