Recruiting, Preparing, and Retaining STEM Educators to Serve in High-Need Schools in Central Louisiana

该项目旨在满足国家对高效STEM教师的需求。为此，它将招募STEM专业的本科生来完成STEM学位并获得二级教师证书。这些STEM本科生将获得奖学金和其他支持，旨在丰富他们的STEM知识，以及他们的教学知识和技能。为了扩大他们的STEM内容知识，诺伊斯学者将有机会参加合作导师-学者项目，夏季计算研讨会和化学计量学课程。他们还将受益于教师的指导，包括有机会反思他们的学术和职业追求。每月的工作坊将包括与人际交往能力发展有关的课程，如勇气、文化和语言能力。这些技能对于高需求学区的有效教学非常重要。该项目希望这些诺伊斯学者将获得所需的知识、技能和观点，以帮助路易斯安那州中部高需求中学的学生学习数学和科学。位于亚历山大的路易斯安那州立大学的这个项目包括与七个高需求学区（Allen、Avoyelles、Concordia、Evangeline、Grant、LaSalle和Rapides教区学区）和路易斯安那州中部技术社区学院的合作。有三个具体的项目目标。第一，在5年的资助期内，招收21名符合中等教育资格的生物、化学、数学专业的本科生，并培养他们。第二个目标是为这些STEM教育工作者的长期成功提供专业支持。最终目标是在这些学者毕业后，在高需求学区的教学岗位上安置和保留高比例（90%）的教师，因为他们完成了每一年奖学金支持两年教学的教学服务要求。该项目以理论框架为基础，提出了以证据为基础的创新战略，以确保为高需求学校培养高效的STEM教师。该项目希望产生关于支持学者成功的途径和策略的新知识，以提高STEM本科生在高需求学校从事教学职业的兴趣。由独立评估人员领导的强有力的项目评估过程旨在确定该计划在STEM教师招聘、保留和准备方面最有效的方面。该项目打算利用评估结果改进教师教育方案，并将通过出版物和报告在地方和全国传播评估结果。诺伊斯项目由罗伯特·诺伊斯教师奖学金计划提供支持。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大师教师。它还支持对高需求学区K-12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 for highly effective STEM teachers. To do so, it will recruit undergraduate STEM majors to complete STEM degrees and obtain a secondary teacher certification. These STEM undergraduates will receive scholarships and other supports designed to enrich their STEM knowledge, as well as their teaching knowledge and skills. To expand their STEM content knowledge, the Noyce Scholars will have the opportunity to participate in collaborative mentor-scholar projects, summer computational workshops, and a chemometrics course. They will also benefit from faculty mentorships that include opportunities to reflect on their academic and career pursuits. Monthly workshops will include sessions related to interpersonal skill development, such as grit, and cultural and linguistic competence. Such skills are important for effective teaching in high-need school districts. The project expects these undergraduate Noyce Scholars will gain the knowledge, skills, and perspectives needed to help students in Central Louisiana high-need secondary schools learn mathematics and science. This project at Louisiana State University at Alexandria includes partnerships with seven high-need school districts (Allen, Avoyelles, Concordia, Evangeline, Grant, LaSalle, and Rapides Parish School Districts) and Central Louisiana Technical Community College. There are three specific projects goals. The first is to recruit, prepare, and graduate 21 qualified undergraduate biology, chemistry, and mathematics majors for secondary education certification over the five-year grant period. The second goal is to provide professional support for the long-term success of these STEM educators. The final goal is to place and retain a high percentage (90%) of these Scholars in teaching positions in high-need school districts upon graduation as they complete their teaching service requirement of two years of teaching for each one year of scholarship support. The project is based on a theoretical framing that proposes evidence-based and innovative strategies are needed to ensure the preparation of highly effective STEM teachers for service in high-need schools. The project expects to generate new knowledge about pathways that support Scholar success and strategies to increase interest of STEM undergraduates in pursuing teaching careers in high-need schools. A robust project assessment process, led by an independent evaluator, is intended to identify aspects of the program that are most effective in STEM teacher recruitment, retention, and preparation. The project intends to use results from this evaluation to improve the teacher education program and will disseminate the results locally and nationally via publications and presentations. This Track 1: Scholarships and Stipends Noyce project is supported through the Robert Noyce Teacher Scholarship Program. The Noyce program supports talented STEM undergraduate majors and professionals 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 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.