Building Capacity and Collaborations to Prepare Equity-minded STEM Teachers

该项目旨在满足国家在科学教育和公平实践方面招聘、支持和培训STEM教师的需求。这种培训在当地至关重要，因为伊利诺伊州在许多STEM领域继续面临教师短缺，同时也在寻求增加来自代表性不足群体的科学教师的代表性。具体而言，该项目将寻求提高教师与不同学生群体合作的能力，并提高K-12学生在STEM科目上的成绩。为了为实现这一目标奠定基础，该项目将与当地高需求学校、少数族裔社区学院和当地STEM组织合作。该项目旨在加强与芝加哥及其周边几个地区的伙伴关系，为职前和职业生涯早期的STEM教师制定指导计划，并完善课程，为几个STEM学科的教师候选人铺平通往课堂的道路。北中央学院的这个项目将包括与芝加哥公立学校和J. Sterling Morton High School District 201的合作。项目目标包括：(a)加强中北学院内的科学教育合作，为学生发展和宣传明确的途径，使他们能够在教育和科学学科双专业学习；(b)为从社区大学转学的各类学生拓展可实现的科学教育途径；(c)与急需的当地教育机构合作招收高中学生，然后作为教育候选人临床实习的地点；(d)培训候选人使用公平的教学策略；(f)通过辅导支持职前和职业生涯早期的STEM教师。此外，该项目将进行调查和半结构化访谈，以更好地确定有资格获得科学教师执照的个人的需求和兴趣。数据将由团队和独立的外部评估人员进行分析，所获得的知识将报告给所有合作伙伴。该提案的智力价值和更广泛的影响与该项目的主要目标密切相关：(a)建立旨在增加芝加哥地区有执照的科学教育者的数量、质量和多样性的途径，以及(b)启动系统以改善向候选人和新教师提供的支持，以帮助提高他们对所有学生的效力并留住他们。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大师教师。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。

The project aims to serve the national need to recruit, support, and train STEM teachers in science education and equity practices. This training is locally critical as Illinois continues to experience teacher shortages in many STEM areas, while also seeking to increase representation of science teachers from underrepresented groups. Specifically, the project will seek to increase teachers’ capacity to work with diverse student populations as well as improve the achievement of K-12 students in STEM subjects. To lay the foundation for achieving this goal, the project will partner with local high-need schools, minority-serving community colleges and local STEM organizations. The project intends to strengthen partnerships with several districts in and around Chicago, develop mentoring programs for pre-service and early-career STEM teachers, and refine curricula to smooth the pathway to the classroom for teacher candidates in several STEM disciplines. This project at North Central College will include partnerships with Chicago Public Schools and J. Sterling Morton High School District 201. Project goals include: (a) strengthening science education collaboration within North Central College to develop and advertise clear pathways for students to double major in education and a science discipline; (b) expanding achievable pathways in science education for a diverse population of students transferring from community colleges; (c) collaborating with high-need local educational agencies to recruit high school students and, later, as sites for clinical placements of education candidates; (d) training candidates in use of equitable instructional strategies; and (f) supporting pre-service and early career STEM teachers through mentorship. In addition, the project will conduct surveys and semi-structured interviews to better determine needs and interests among individuals eligible to pursue science teacher licensure. Data will be analyzed by the team and independent external evaluators, and knowledge gained will be reported to all partners. The intellectual merit and broader impacts of this proposal are closely tied to the project's major aims of (a) establishing pathways designed to increase the number, quality, and diversity of licensed science educators in the Chicago area, and (b) initiating systems to improve the supports provided to candidates and new teachers to help increase their efficacy with all students and retain them in teaching. This Capacity Building 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.