Preparing STEM Professionals to Teach in High Needs Urban School Districts Using the Whole Teacher Support Model

该项目旨在满足国家在高需求学区改善招聘、准备和留住高效K-12 STEM教师的需求。该项目将为65名具有生物、化学或数学专业本科学位并有意成为STEM中学教师的STEM专业人才提供奖学金。候选人将在十六（16）个月内完成教育硕士（MEd）课程，从而获得复杂的技能和STEM教师认证，然后是一个额外四年的入职过程。教师准备和入职将以指导和指导为重点，重点是STEM内容、综合STEM教学法、社会和环境正义、体验式学习、社会和情感学习以及教师福祉。该项目的一个重要特点将是实施全员教师支助模式，其中包括一种全面和定制的方法，以支持项目参与者发展健康和平衡的职业生活的倾向和做法。反过来，这将使巴尔的摩附近和全国其他地区的高需求学校能够为学生提供强大而包容的STEM教育，这将有助于为这些学生中的许多人提供背景和方向，为STEM劳动力做好准备。该项目位于约翰霍普金斯大学（JHU），并与巴尔的摩市公立学校（BCPS）建立了合作关系。该项目将以几个目标为指导。首先，在五年的时间里，该项目将招募、提供奖学金，并培养65名拥有生物、化学或数学本科学位的高素质学生，让他们成为巴尔的摩地区高需求学校的教师。第二个目标是，该项目将实施、研究、酌情修改并传播一种教师整体支持模型方法，以促进教师福祉和社会与情感学习。第三个目标是通过学科课程和入职指导和指导，为Noyce学者提供强大的STEM内容知识。目标四是灌输教学内容知识，包括技术的应用，创新的教育课程，并强调公平和社会正义。贯穿这些活动的一条基本线索将是强调对文化作出反应的教学法。在整个项目中，参与者将获得个性化的支持，以实现专业目标，包括国家委员会认证，提高学生成绩，保留率，解决当今教育面临的紧迫问题的课程，体验式学习，以及学校领导和专业精神。定性和定量评价设计将包括形成性和总结性重点，以便对实施过程和结果提供持续和及时的反馈。项目团队成员和评估人员将通过出版物、会议和研讨会演讲以及与K-12政策制定者的交流来传播成果和项目模型。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 for improving recruitment, preparation, and retention of highly effective K-12 STEM teachers in high-need school districts. The project will provide scholarships to sixty-five (65) talented STEM professionals who have undergraduate degrees with majors in biology, chemistry, or mathematics and intend to become secondary STEM teachers. Candidates will complete a Master of Education (MEd) program in sixteen (16) months leading to a sophisticated skillset and STEM teacher certification followed by an induction process consisting of four additional years. Teacher preparation and induction will feature coaching and mentoring with a focus on STEM content, integrated STEM pedagogy, social and environmental justice, experiential learning, social and emotional learning, and teacher well-being. An important feature of the project will be the implementation of a Whole Teacher Support Model which encompasses a holistic and customized approach to support project participants to develop dispositions and practices for healthy and balanced professional lives. This, in turn, will enable high-need schools in the Baltimore vicinity and other areas across the nation to provide their students a strong and inclusive STEM education, which will help provide a background and direction for many of these students to be prepared for the STEM workforce.This project is housed at Johns Hopkins University (JHU) and leverages a partnership with the Baltimore City Public Schools (BCPS). The project will be guided by several goals. First, over a duration of five years, the project will recruit, provide scholarships, and prepare a diverse set of sixty-five (65) high-quality students, who hold undergraduate degrees in biology, chemistry, or mathematics, to become teachers in high-need schools in the Baltimore area. For a second goal, the project will implement, study, modify as appropriate, and disseminate a Whole Teacher Support Model approach to teacher well-being and social and emotional learning. A third goal is to provide Noyce Scholars with strong STEM content knowledge through discipline coursework and induction coaching and mentoring. Goal four is to instill pedagogical content knowledge that includes applications of technologies, an innovative education curriculum, and an emphasis on equity and social justice. An underlying thread through the activities will be an emphasis on culturally responsive pedagogies. Throughout the project, participants will receive individualized support to reach professional goals that include National Board Certification, improved student achievement, retention, coursework that addresses pressing issues facing education today, experiential learning, and school leadership and professionalism. Qualitative and quantitative evaluation design will include both formative and summative foci for providing continuous and timely feedback on implementation processes and outcomes. Project team members and evaluators will disseminate outcomes and project models through publications, conference and workshop presentations, and intentional exchanges with K-12 decision and policy makers. 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 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.