Planning Virtual Strategies to Prepare Science and Mathematics Teachers in Mississippi

该项目旨在满足全国对高需求学区熟练中学科学和数学教师的需求。 为此，该项目旨在为适应新冠肺炎前后教学/学习环境新需求的中等教育认证计划奠定基础。 该项目最初是为了应对COVID-19疫情，旨在利用技术和虚拟方法为未来的教师提供远程学习机会。 因此，该项目将使杰克逊州立大学能够探索大规模努力的可行性，以增加在教师教育中使用基于证据的远程学习策略。 策略的例子包括虚拟模拟，数字认证，以及在线社交和情感学习。 这项工作将位于城市环境的密西西比州首府。杰克逊州立大学的这个项目包括与Hinds社区学院和杰克逊公立学校的合作，这是一个高需求的学区。这项合作努力的长期目标是计划如何招聘，支持和研究生教师，这些教师将有助于满足高需求学校的科学和数学教师短缺，这些学校通常配备有轮换的长期和短期代课教师。该项目建立在杰克逊州立大学教育和人类发展学院关于“响应教育者”愿景的概念框架之上，该愿景提供并体现了：1）承诺的响应; 2）知识渊博的响应; 3）熟练的响应; 4）专业的响应。此外，该项目建立在大学物理和数学教育课程的现有基础设施上。该能力建设项目的目标是：1）制定基于证据的创新模式和战略，用于招聘，准备和支持教师; 2）制定收集数据的计划，以确定增加STEM教师发展的需求，兴趣和能力; 3）建立基础设施，以准备未来的轨道1：奖学金津贴提案。这个能力建设项目是通过罗伯特诺伊斯教师奖学金计划（诺伊斯）的支持。诺伊斯计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师和经验丰富的模范K-12教师，成为高需求学区的STEM硕士教师。该奖项反映了NSF的法定使命，并通过使用基金会的智力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 skilled secondary science and mathematics teachers in high-need school districts. To do so, the project seeks to lay the foundation for secondary-education certification programs adapted to the novel demands of pre- and post-COVID teaching/learning environments. Conceived initially as a response to the COVID-19 pandemic, the project aims to use technology and virtual approaches to deliver remote learning opportunities for future teachers. As such, the project will enable Jackson State University to explore the feasibility of a large-scale effort to increase use of evidence-based, distance-learning strategies in teacher education. Examples of strategies include virtual simulations, digital credentialing, and online social and emotional learning. The work will be situated in the urban setting of the Mississippi State capital. This project at Jackson State University includes partnerships with Hinds Community College and Jackson Public Schools, a high-need school district. The long-term goal of this collaborative effort is plan how to recruit, support, and graduate teachers who will help meet the shortage of science and mathematics teachers at high-need schools often staffed by rotating long- and short-term substitute teachers. The project builds on the conceptual framework of Jackson State’s College of Education and Human Development vision of the “responsive educator” who provides and embodies: 1) a Committed Response; 2) a Knowledgeable Response; 3) a Skillful Response; and 4) a Professional Response. Additionally, the project builds on the current infrastructure of the University’s Physics and Mathematics Education curriculum. The goals of this Capacity Building project are to: 1) develop evidence-based innovative models and strategies for recruiting, preparing, and supporting teachers; 2) create plans for collecting data to determine need, interest, and capacity for increasing STEM teacher development; and 3) establish the infrastructure for preparing a Track 1: Scholarship & Stipend proposal in the future. 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.