Graduate Yearlong Experience and Residency for Acquiring STEM Teaching Competencies

该项目旨在满足全国对高需求学校数学和自然科学高素质教师的需求。该项目的为期一年的驻校模式将获得教育硕士学位，将解决招聘、培训和支持高质量的准教师担任助教的最佳实践，然后在挑战最严重的地区学校担任教师。该项目有可能促进STEM内容和教学方面的知识，特别是在高需求学校，通过密集的实地学校实习；以研究为基础并与认证标准相一致的课程；以及提供指导、入职支持和专业发展的丰富的教学经验。评估协议有可能向教师培训社区通报STEM教师培训的最佳做法，并在高需求学区保留教师。通过这个项目培养的实习生教师将有机会在大学一级协助课程，从而帮助培养未来的教育工作者。田纳西大学查塔努加分校的这个项目包括与汉密尔顿县学校和田纳西州色彩教育者联盟的合作伙伴关系，以分担教师准备、指导和专业发展的责任。项目目标包括招聘、培训和支持24名助教，以填补高需求学校严重短缺领域的职位；培养毕业生继续从事这一职业，成为有效的教师；确保纳入传统上STEM学科服务不足的群体；促进教师培训和入职实践方面的合作，以建立一种指导文化；以及提高教师的自我效能。在该项目的六年时间表内，助教将被分成两组，每组12人，从一年开始，每个组攻读一年学位课程，并接受额外四年的专业发展。教员将从STEM专业人员中招聘，这些专业人员希望转行到中学或中学任教。对这一领域的潜在贡献包括通过丰富的实地经验增进对数学和科学教学的知识和理解，特别是在高需要的学校。该项目有可能培养和留住高素质的教师，这些教师将得到很好的支持，从常驻教师过渡到教师。项目评估将通过定性和定量评估收集和分析知识、技能和态度数据，有可能向社会提供有关使用数据驱动模式的最佳实践，以有效地招募、建议、支持、留住和激励学生成功录取课程并从事有影响力的教学生涯。第二轨道：教学奖学金项目由罗伯特·诺伊斯教师奖学金计划(Noyce)提供支持。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，并支持经验丰富、模范的K-12教师成为高需求学区的STEM硕士教师。它还支持对高需求学区K-12 STEM教师的有效性和留住的研究。这一奖项反映了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。

The project aims to serve the national need for high-quality teachers in mathematics and the natural sciences in high-need schools. The project’s one-year residency model, leading to the Master of Education degree, will address best practices for recruiting, training, and supporting high-quality, prospective teachers to serve as teaching fellows, and then, as teachers in the most-challenged area schools. This project has the potential for advancing knowledge of STEM content and pedagogies, particularly in high-need schools, via an intensive, field-based, school residency; a curriculum that is research-based and aligned with accreditation standards; and a pedagogically-rich experience that provides mentoring, induction support, and professional development. Assessment protocols have the potential to inform the teacher preparation community on best practices for STEM teacher training and retention in a high-need school district. Practicing teachers prepared through this project will have the opportunity to assist with courses at the university level, thereby helping to prepare future educators.This project at the University of Tennessee at Chattanooga includes partnerships with the Hamilton County Schools and the Tennessee Educators of Color Alliance to share responsibilities for teacher preparation, mentoring, and professional development. Project goals include recruiting, training, and supporting 24 teaching fellows to fill positions in critical shortage areas in high-need schools; preparing graduates to persist in the profession as effective teachers; ensuring the inclusion of persons from groups traditionally underserved in the STEM disciplines; fostering collaboration in teacher training and induction practices to build a culture of coaching; and increasing teacher self-efficacy. Within the project’s six-year timeline, the teaching fellows will be grouped in two cohorts of 12, beginning one year apart, with each cohort pursuing a one-year degree program and receiving professional development for four additional years. Teaching fellows will be recruited from STEM professionals who desire a change in career to teaching at the middle grades or secondary level. Potential contributions to the field include advancing knowledge and understanding of mathematics and science pedagogies, particularly in high-need schools, via intensive field experiences. The project has the potential to prepare and retain high-quality teachers who will be well-supported to transition from residency to teaching. Project evaluation will collect and analyze knowledge, skill, and attitude data via qualitative and quantitative assessments, with the potential to inform the community regarding best practices on the use of a data-driven model to effectively recruit, advise, support, retain, and motivate students to successfully matriculate through the curriculum and have an impactful teaching career. 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.