Developing, Recruiting, and Empowering Alabama Mathematics Teachers

该项目旨在通过鼓励、招聘和培养阿拉巴马州中部有动力的STEM毕业生和STEM专业人员成为有充分准备的中学（6-12年级）数学教师，来满足培养高质量教师的国家需求。在8个合作的高需求学区，合格数学教师的持续短缺是该项目将解决的一个关键需求。准备充分的数学教师对于确保所有学生，无论种族或文化背景，都能发展成功生活所需的数学知识和性格是很重要的。该项目将从数学密集型行业招聘候选人。这些人将获得Noyce教学研究员（TFs）的支持，他们在完成数学教育的精简硕士学位和教师认证后将获得资助，并在高需求学区任教期间获得四年的年薪补助。项目人员和来自学区的指导教师将在候选人开始职业生涯时支持他们的专业成长。该项目将培养26名数学教师，他们可以有效地向合作学校的学生教授数学，20名在职导师将获得更多关于数学研究型教学的知识。奥本大学的这个项目包括与塔斯基吉大学、阿拉巴马州立大学、历史上的黑人大学和学院以及周围高需求学区（钱伯斯、梅肯、罗素和塔拉波萨县，以及亚历山大、奥本、奥佩利卡和派克路城市）的合作。此外，奥本大学基金会、东阿拉巴马地区服务中心和阿拉巴马数学、科学和技术倡议都是这项努力的非营利性合作伙伴。该项目的目标包括招募26名STEM专业人员成为数学教师，为他们使用基于证据的策略教授数学做好准备，以支持所有学生的学习，并提供至少四年的专业学习，帮助他们发展成为教师领导者。由新教师和他们的导师组成的专业学习社区将支持相互的专业成长。该项目以数学教师教育者协会制定的《数学教师培养标准》为指导。将研究准备和支持数学教师提供公平教学对其数学教师身份和数学教师领导身份的影响。收集定量和定性数据，编制新教师纵向发展的年度概况；一组案例研究将探讨他们的专业成长。评价将审查支持和阻碍项目活动执行的因素以及可持续性方面的进展情况。该项目将通过在研究和从业者会议上的演讲、向从业者和研究期刊提交的手稿以及社交媒体平台传播其工作。本项目由Robert Noyce教师奖学金项目（Noyce）资助。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教师的有效性和留任率的研究。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 of preparing high-quality teachers by encouraging, recruiting, and preparing motivated STEM graduates and STEM professionals in central Alabama to become well-prepared secondary (grades 6-12) mathematics teachers. An ongoing shortage of qualified mathematics teachers in the eight partnering high-need school districts is a critical need the project will address. Well-prepared mathematics teachers are important to ensure that all students, regardless of race or cultural background, develop the mathematical knowledge and dispositions needed for success in life. The project will recruit candidates from mathematics-intensive careers. These individuals will be supported as Noyce Teaching Fellows (TFs) who will be receive funding as they complete a streamlined master's degree in mathematics education and teacher certification, as well as an annual salary supplement for four years as they teach in high-need school districts. Project personnel and mentor teachers from the school districts will support the candidates’ professional growth as they begin their careers. The project will produce 26 mathematics teachers who can effectively teach mathematics to students in partner schools, and 20 mentor in-service teachers will gain increased knowledge about the research-based teaching of mathematics. This project at Auburn University includes partnerships with Tuskegee University, Alabama State University, both Historically Black Universities and Colleges, and surrounding high-need school districts (Chambers, Macon, Russell, and Tallapoosa Counties, and Alexander, Auburn, Opelika, and Pike Road Cities). In addition, the Auburn University Foundation, the East Alabama Regional Inservice Center, and the Alabama Math, Science, and Technology Initiative are non-profit partners in this endeavor. Project goals include recruiting 26 STEM professionals to become mathematics teachers, preparing them to teach mathematics using evidence-based strategies to support the learning of all students, and providing a minimum of four years of professional learning to help them develop into teacher leaders. A professional learning community of the new teachers and their mentor teachers will support mutual professional growth. The project is guided by the Standards for Preparing Teachers of Mathematics developed by the Association for Mathematics Teacher Educators. Research on the impact of preparing and supporting mathematics teachers to provide equitable instruction on their mathematics teacher identity and mathematics teacher leader identity will occur. Quantitative and qualitative data will be collected to develop annual snapshots of the new teachers’ longitudinal development; a set of case studies will explore their professional growth. The evaluation will examine supports and impediments to implementation of the project activities along with progress toward sustainability. The project will disseminate its work through presentations at research and practitioner conferences, manuscripts submitted to practitioner and research journals, and social media platforms. This Track 2: Teaching Fellowships 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 effectiveness and retention 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.