Preparing and Retaining Secondary Mathematics Teachers Who Implement Diversity and Equity Practices in High-Need Schools

该项目旨在满足国家招聘、准备和留住一支强大和多样化的中学数学教师队伍的需要，这些教师在有高度需求的学校实施符合文化要求的数学教学。该项目直接解决了全国范围内中学数学教师短缺的问题，以及为高需求社区服务的学校所经历的高级教员流失问题。它寻求建立一个教师教育计划，使未来的教师能够使用结合数学建模、新兴技术和文化响应实践的创新教学方法教授中学数学。该项目包括合作学校的实践课程和丰富的中学课堂实践经验。这些经验有可能培养职前教师教授数学的技能，并有意义地将学生的文化背景和母语纳入学校学习。一个全面的入职支持系统将包括数学教练，他们将在项目完成后为中学数学教师提供教学和社会情感支持，以促进他们留在高需求学校。项目成果包括对中学数学教师的认证，这些教师将得到支持进入高需求学校的职业生涯，并建立了一个强有力的教师教育方案，即使在资金结束后，该方案仍将继续填补有据可查的劳动力短缺。宾夕法尼亚州立大学哈里斯堡分校(PSH)的这个项目包括与哈里斯堡、太子中部、米德尔顿地区、斯蒂尔顿-海斯皮尔和苏斯奎汉纳镇学区的合作伙伴关系。项目目标包括加强目前的教师认证计划，增加认证的中学数学教师的数量，他们将做好充分准备，通过在高需求教室的长期职业生涯，在中学生的数学学习中发挥积极作用。该项目特别注重在五年内招聘16名种族和族裔多元化的准教师(学者)，他们是数学专业的本科生或拥有数学或其他STEM学科本科学位的学士后候选人。其他项目成果包括对学者对响应文化的数学教学的自我效能信念的积极影响，以及他们在高需求课堂中选择、设计和实施数学建模活动的能力。该项目建立在研究的基础上，这些研究表明，规划多样性可以促进更高的学生参与度和表现。该项目的更广泛影响包括培养中学数学教师，他们能够开发利用学生的文化和语言资本以及新兴技术的数学建模活动，以支持学生积极参与和学习数学。该项目产生的创新数学课程将通过项目网站、大学学术知识库、专业发展课程、出版物以及在州和全国数学教育会议上的演讲来分享。这个轨道1：奖学金和津贴项目是由罗伯特·诺伊斯奖学金计划(Noyce)支持的。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，并支持有经验的、模范的K-12教师成为高需求学校的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 of recruiting, preparing, and retaining a robust and diverse workforce of secondary mathematics teachers who implement culturally responsive mathematics instruction in high-need schools. The project directly addresses the documented nationwide shortage of secondary mathematics teachers and the high faculty attrition experienced by schools serving high-need communities. It seeks to build a teacher education program that will prepare prospective teachers to teach secondary mathematics using innovative teaching approaches that combine mathematical modeling, emerging technologies, and culturally responsive practices. The project involves hands-on coursework and rich field experiences in secondary classrooms at partner schools. These experiences have the potential to build preservice teachers’ skills in teaching mathematics and in meaningfully incorporating students’ cultural backgrounds and home languages in school learning. A comprehensive induction support system will include mathematics coaches who will provide instructional and social-emotional support to the secondary mathematics teachers to promote their retention in high-need schools upon completion of the project. Project outcomes include the certification of secondary mathematics teachers who will be supported into careers in high-need schools, and the establishment of a vigorous teacher education program that will continue to fill documented workforce shortages even after the conclusion of funding. This project at Penn State Harrisburg (PSH) includes partnerships with Harrisburg, Central Dauphin, Middletown Area, Steelton-Highspire, and Susquehanna Township School Districts. Project goals include enhancing the current teacher certification program and increasing the number of certified secondary mathematics teachers who will be well prepared to make a positive difference in secondary students’ learning of mathematics through long-term careers in high-need classrooms. The project is particularly focused on recruiting 16 racially and ethnically diverse prospective teachers (scholars) over five years who are undergraduate mathematics majors or post-baccalaureate candidates who have an undergraduate degree in mathematics or other STEM disciplines. Additional project outcomes include a positive impact on the scholars’ self-efficacy beliefs towards culturally responsive mathematics teaching and their capacity to select, design, and implement mathematical-modeling activities in high-need classrooms. The project builds on research that demonstrates that planning for diversity can promote higher student engagement and performance. The project’s broader impacts include preparing secondary mathematics teachers who can develop mathematical-modeling activities that leverage students’ cultural and linguistic capitals, along with emerging technologies, to support students’ active engagement in and learning of mathematics. The innovative mathematics curriculum that results from the project will be shared through a project website, the university scholarly repository, professional-development offerings, publications, and presentations at state and national mathematics education conferences. This Track 1: Scholarships and Stipends project is supported through the Robert Noyce 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 schools. 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.