Preparing Highly Qualified, Diverse Secondary STEM Teachers for High-Need New York Schools

该项目旨在服务于培养高素质、多样化的STEM教师的国家需求，这些教师致力于在高需求学区任教。在全国范围内的K-12学校，教师的人口结构与学生的人口结构不匹配。该项目旨在通过招聘、准备和支持数学、生物、化学、地球科学和物理的16名不同的教师候选人来解决这一差距，以便在急需的学校系统中任教。本科生将从梅西学院现有的STEM专业招生，并将完成一个为期五年的双学位项目，在该项目中，他们将获得STEM专业的学士学位和青少年教育的硕士学位。此外，毕业后的STEM学位持有者将被招募攻读青少年教育和教学硕士证书。通过课程作业、实地观察、临床实习和垂直专业学习社区，未来的教师将努力成为明确的反种族主义者，他们可以积极打破障碍，解决学校社区中的不平等问题。梅西学院(一家为拉美裔服务的机构)的这个项目包括与城市数学学院、民主预科布朗克斯高中、扬克斯公立学校、切斯特-莱伊港学区、新罗谢尔市学区、卓越教育特许学校、新视野特许高等数学和科学高中以及纽约州立大学佩雷斯分校和萨拉·劳伦斯学院的合作伙伴关系。它将采取社会公平的方法来支持教师的代理、自我效能感和留任。项目目标包括：1)从两个小组中招聘16名准数学和科学教师：将完成本科数学或科学专业学位课程并获得教师认证的STEM专业人员，以及将完成硕士学位课程并获得教师认证的STEM专业人员；2)帮助高需求地区的教师实施强大的以学生为中心的STEM教学法；3)确定高需求学校的管理人员认为新教师成功和坚持教学所必需的素质和能力。项目研究将探索在STEM教学中招募代表人数不足的少数族裔的最佳做法，改善高需求学校的教师保留率，并了解管理者对如何最好地让教师为在高需求学校工作做好准备的观点。该项目还将增进关于如何在STEM教师培训中促进社会正义的知识，以及科学和数学课堂中技术和工程的真正融合。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大师教师。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 of preparing highly qualified, diverse STEM teachers who are committed to teaching in high-need school districts. In K-12 schools nationwide, the demographics of teachers do not match those of their students. This project aims to address this disparity by recruiting, preparing, and supporting a diverse group of 16 teacher candidates in mathematics, biology, chemistry, earth science and physics to teach in high-need school systems. Undergraduates will be recruited from current STEM majors at Mercy College and will complete a five-year dual degree program in which they will earn a BS in a STEM major and an MS in Adolescent Education. In addition, post-baccalaureate STEM degree-holders will be recruited to pursue an MS in Adolescent Education and teaching certification. Through coursework, field observations, clinical residencies, and vertical professional learning communities, the future teachers will work to be explicitly anti-racist, who can actively break down barriers and address inequities in school communities. This project at Mercy College (a Hispanic-serving institution) includes partnerships with Urban Institute of Mathematics, Democracy Prep Bronx High School, Yonkers Public Schools, Port Chester-Rye City School District, the City School District of New Rochelle, the Charter School for Educational Excellence, and New Visions Charter High School for Advanced Math and Science, as well as the State University of New York at Purchase and Sarah Lawrence College. It will take a social justice approach to supporting teachers’ agency, self-efficacy, and retention. Project goals include to: 1) recruit a diverse group of 16 prospective mathematics and science teachers from two groups: undergraduate mathematics or science majors who will complete a BS/MS degree program with teacher certification and STEM professionals who will complete a master's degree program with teacher certification; 2) help teachers in high-need districts implement strong, student-centered STEM pedagogy; 3) identify the qualities and competencies that administrators of high-need schools consider to be necessary for new teacher success and persistence in teaching. Project research will explore best practices related to recruiting underrepresented minorities into STEM teaching, improving teacher retention in high-need schools, and understanding administrators’ perspectives on how to best prepare teachers to work in high-need schools. The project will also advance knowledge of how to promote social justice within STEM teacher preparation, along with authentic integration of technology and engineering in science and math classrooms. This Track 1: Scholarships and Stipends project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM 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.