Preparing Secondary STEM Teachers to Improve STEM Learning in High-need Schools by Applying Restorative Justice in Education

该项目旨在满足国家需要，在高需求学区增加高效STEM教师的数量和多样性。为了满足这一需求，该项目将招聘、准备、毕业、安置和支持24名STEM专业的学生成为中学数学和科学教师。这些STEM专业的学生将获得生物、化学、计算机科学或数学的学士学位，并有资格获得这些学科之一的二级教学认证。该项目的一个创新方面是其对教育中恢复性司法的关注，这可以通过建立支持学生在STEM学习、成功和认同的关系来改变学校氛围。该项目将加强该机构的优势，包括扩大招聘活动，以增加不同的STEM教学候选人的数量，在高需求学校提供教学机会/实地经验，指导和同伴关系，以及新的在职教师支持。东门诺特大学的这个项目包括与哈里松堡市公立学校的合作。项目目标包括在不同的学校环境中实施恢复性司法，改善当地学校社区的学习成果和教师留任率，并提供一种创新的、可复制的教师培训模式。加强与合作学区的合作将培养合格的STEM教师，为留住新教师提供有意义的支持，并加强教育专业发展中的恢复性司法。项目目标包括：1)招聘、支持具有中等教育认证的生物、化学、计算机科学和数学专业的24名学生；2)让项目的职前STEM教师接受有关恢复性司法在教育中的培训，以及指导关系和实地经验；3)在急需的学区安置和留住项目的毕业的职前STEM教师；4)使项目的成功要素制度化并保持下去；5)研究将恢复性司法纳入课程对在职STEM教师职前和专业发展的影响。通过调查两个研究问题将产生新的知识：1)注入恢复性正义的课程在多大程度上以及以什么方式帮助职前和职业早期的STEM教师感到准备好应对与在文化和语言多样化的学校环境中教学相关的挑战？2)哪些项目要素与制定公平做法的一个或多个方面有关？外部评估将为实施过程中的持续改进提供形成性反馈，并将与社区分享项目结果和经验教训，以便有效的方法和做法可以在类似的机构和教师培训方案中复制。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 serve the national need to increase the number and diversity of highly effective STEM teachers in high-need school districts. To address this need, the project will recruit, prepare, graduate, place, and support 24 STEM majors to become secondary mathematics and science teachers. These STEM majors will earn bachelor’s degrees in biology, chemistry, computer science, or mathematics and be eligible to earn secondary teaching certification in one of these disciplines. An innovative aspect of the project is its focus on restorative justice in education, which can transform school climate by building relationships that support student learning, success, and identity in STEM. The project will build upon strengths at the institution, including expanded recruitment activities to increase the number of diverse STEM teaching candidates, teaching opportunities/field experiences in high-need schools, mentoring and peer relationships, and new in-service teacher supports. This project at Eastern Mennonite University includes a partnership with Harrisonburg City Public Schools. Project goals include implementing restorative justice in education across diverse school settings, improving learning outcomes and teacher retention in local school communities, and providing an innovative, replicable model for teacher preparation. Increased collaboration with the partnering school district will prepare qualified STEM teachers, add meaningful supports for new teacher retention, and strengthen restorative justice in education professional development. Project objectives include to: 1) Recruit, support, and graduate 24 biology, chemistry, computer science, and mathematics majors with secondary education certification; 2) Engage the project's pre-service STEM teachers in training about restorative justice in education, as well as in mentoring relationships and field experiences; 3) Place and retain the project's graduating pre-service STEM teachers in high-need school districts; 4) Institutionalize and sustain successful elements of the project; and 5) Study the impact of integrating restorative justice in education into the curriculum for pre-service and professional development of in-service STEM teachers in high-need school districts. New knowledge will be generated through investigating two research questions: 1) To what extent and in what ways does a restorative justice-infused curriculum help pre-service and early-career STEM teachers feel prepared to meet the challenges associated with teaching in culturally and linguistically diverse school settings? and 2) Which project elements are associated with the development of one or more aspects of equitable practice? External evaluation will provide formative feedback for continuous improvement during implementation, and project results and lessons learned will be shared with the community so that effective methods and practices can be replicated at similar institutions and teacher training programs. 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 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.