Recruiting, Preparing, and Retaining Culturally Responsive and Equity-minded STEM Teachers for High-Need Schools

该项目将解决马里兰州城市、低收入和农村学校教师严重短缺的问题。为此，该项目将招募和培养28名中学STEM教师，以获得教师证书，从而在高需求学校就业。为了使教师队伍多样化，项目负责人将特别关注招聘和留住有色人种教师，以及那些在STEM教师职业中同样代表性不足的其他群体的教师。主要项目特点包括：(1)将文化响应教学和雄心勃勃的数学和科学教学整合到教学艺术硕士课程中；(2)举办文化响应公平STEM教学（CREST）研讨会；(3) CREST感应系列的实施。通过支持MAT项目的改进，提供奖学金和津贴，以及实施强有力的入职支持，该项目将加强洛约拉大学STEM教师的准备工作，并增加马里兰州合格STEM教师的数量。马里兰州洛约拉大学的文化响应公平STEM教学（CREST）项目包括与巴尔的摩县公立学校的地方教育局（LEA）合作。三个关键的项目目标指导着项目的执行。首先是在五年内招聘、留住28名高素质、多样化的中学STEM教学候选人，并让他们毕业。第二，通过与LEAs合作，以及就业和入职支持，将100%的毕业生送入高需求学校；并通过CREST入门系列为新教师提供支持，将85%的CREST毕业生留在高需求学校三年。第三，也是最后一点，是通过加强教学艺术硕士课程和入门系列，提高高需求学校未来和早期职业教师的文化响应性STEM教学实践的质量。参与该项目的学生包括洛约拉STEM学士学位毕业生和寻求职业转变的STEM专业人士。通过结合以文化响应教学为基础的课程活动，为未来的教师提供文化响应教学，并在他们进入职业时提供入职支持，该项目将提高高需求教室中学生的文化响应STEM教育质量。将通过形成性和总结性数据评估项目要素的有效性。该项目将有可能产生新的证据，阐明在高需求学校招聘、保留和毕业代表性不足的人口进入STEM教学职业的有效策略和实践，并为其他寻求发展和扩大STEM教师培训计划的文科私立学院提供榜样。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校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。

This project will address a critical teacher shortage in Maryland’s urban, low-income, and rural schools. Towards this end the project will recruit and prepare 28 secondary STEM teachers for teacher certification, leading to careers in high-need schools. To help diversify the teacher pool, the project leaders will place particular attention on recruiting and retaining teachers of color and those from other groups who are similarly underrepresented in their participation in the STEM teacher profession. Major project features include: (1) integration of Culturally Responsive Teaching and ambitious math and science teaching into a Master of Arts in Teaching (MAT) curriculum; (2) offering a Culturally Responsive Equitable STEM Teaching (CREST) Seminar; and (3) implementation of a CREST Induction Series. By supporting improvements to the MAT program, offering scholarships and stipends, and implementing robust induction support, this project will enhance STEM teacher preparation at Loyola and increase the number of qualified STEM teachers in Maryland. The Culturally Responsive Equitable STEM Teaching (CREST) project at Loyola University Maryland includes partnerships with the Local Education Agency (LEA), Baltimore County Public Schools. Three key project goals inform the execution of the project. First is to recruit, retain, and graduate 28 highly qualified and diverse secondary STEM teaching candidates over five years. Second is to place 100% of graduates in high-need schools through partnerships with LEAs, and employment and induction support; and retain 85% of CREST graduates in high-need schools for three years by providing new teacher support through a CREST Induction Series. Third, and finally, is to improve the quality of culturally responsive STEM teaching practices of prospective and early career teachers in high-need schools with an enhanced Master of Art in Teaching curricula and an Induction Series. Students participating in this project include Loyola STEM bachelor’s degree graduates and STEM professionals seeking a career change. Using a combination of curricular activities grounded in culturally responsive teaching for prospective teachers and induction support as they enter the profession, this project will improve the quality of culturally responsive STEM education for students in high-need classrooms. The effectiveness of the project elements will be assessed through both formative and summative data. This project will potentially generate new evidence illuminating effective strategies and practices for recruiting, retaining, and graduating underrepresented populations entering STEM teaching careers in high-need schools, and serve as an example for other liberal arts private colleges seeking to develop and expand STEM teacher preparation programs. This Track 1: Scholarships and Stipends 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 schools.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.