A Collaborative Approach to Recruiting, Preparing, and Retaining STEM Teachers from Community College to University and Beyond

招聘、培养和留住从社区学院到大学及其他领域的 STEM 教师的协作方法

• 批准号: 2050472
• 负责人: Carrie-Anne Sherwood
• 金额: $ 144.87万
• 依托单位: Southern Connecticut State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-04-01 至 2026-03-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2050472&HistoricalAwards=false
• 关键词: Collaborative; Approach; Recruiting; Preparing; Retaining

This project aims to serve the national need of preparing diverse, highly effective, culturally responsive secondary science and math teachers for high-need school districts. To do so, the project will recruit diverse teacher candidates by leveraging an existing partnership with Gateway Community College and by using resources of several Southern Connecticut State University offices, centers, and departmental initiatives. As a result of this project, at least 30 undergraduates will become certified teachers in high-demand STEM areas, including chemistry, physics, and mathematics. Teacher candidates will receive scholarship support in their junior and senior years and will earn a baccalaureate degree in a STEM discipline, as well as certification to teach at the secondary level. The project activities and supports will help these Noyce Scholars learn to use an integrated system of academic and social interventions to increase their students’ STEM learning. The project will assist in retaining these new teachers via existing relationships with K-12 school districts and through peer and faculty support. Results of the project will inform national models for improving STEM teacher recruitment, preparation, and retention. As a result, the project will help to meet the vital need of serving the nation’s increasingly diverse student population as a whole and traditionally underserved students in particular.This project at Southern Connecticut State University includes partnerships with Gateway Community College, three local high-need public school districts (New Haven, Hamden, and Meriden Public Schools), and one regional education service center (Cooperative Educational Services). Project goals include: developing transfer and dual-admission pathways that will increase recruitment of a more diverse pool of undergraduate STEM education majors into teaching; addressing the STEM teacher workforce needs of the state through a synergistic web of support to rigorously prepare highly effective STEM teachers, and by utilizing a unique university-district induction partnership to support and retain new teachers in high teacher turnover schools; and establishing the scalability of each of these innovative recruitment, preparation, and retention initiatives for other two- and four-year institutions and high-need districts both statewide and nationally. Strategic program activities include collaborative STEM and education faculty mentorship and advising, peer and alumni mentoring, and extensive practical experiences in both STEM and education fields. Induction activities include leveraging the pre-existing statewide training program and increasing the number of mentor teachers prepared through this program. Project outcomes will include the generation of models for the effective recruitment, preparation, and retention of more diverse STEM teachers in high-need districts, and the contribution of knowledge to the field of STEM teacher education. 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 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.

该项目旨在满足国家需求，为高需求学区培养多样化、高效、文化敏感的中学科学和数学教师。为此，该项目将利用与盖特威社区学院和盖特威社区学院的现有合作伙伴关系，招募多样化的教师候选人。通过利用南康涅狄格州立大学多个办公室、中心和部门的资源，至少 30 名本科生将成为高需求 STEM 领域的认证教师，包括化学、物理和数学教师候选人。在大三和大四时获得奖学金支持并将获得 STEM 学科的学士学位以及中学教学认证。该项目活动和支持将帮助这些诺伊斯学者学会使用学术和社会干预的综合系统来提高学生的 STEM 学习。该项目将通过与 K-12 学区的现有关系以及同行和教师支持来帮助留住这些新教师。项目将有助于满足服务全国日益多样化的学生群体，特别是传统上服务不足的学生的迫切需要。南康涅狄格州立大学的这个项目包括与盖特威社区学院、三个当地高需求公立学区（纽黑文、哈姆登和梅里登公立学校）和一个地区教育服务中心（合作教育服务） 项目目标包括： 开发转学和双录取途径，以增加更多样的本科 STEM 教育专业的招聘，以解决 STEM 教师队伍的问题；国家的需要通过协同支持网络严格培养高效的 STEM 教师，并利用独特的大学区入职伙伴关系来支持和留住高教师流动率学校的新教师；并建立这些创新招聘、准备和培训的可扩展性；省级和国家级其他两年制和四年制院校以及高需求地区的战略计划活动包括协作 STEM 和教育教师指导和建议、同行和校友指导以及 STEM 和教育领域的丰富实践经验。就职活动包括利用现有的全州培训计划并增加通过该计划准备的导师数量。 项目成果将包括在高需求地区建立有效招聘、准备和留住更多多样化 STEM 教师的模型。该轨道 1：奖学金和津贴项目通过罗伯特·诺伊斯教师奖学金计划 (Noyce) 支持有才华的 STEM 本科专业和专业人士成为有效的 K-12。 STEM 教师和经验丰富的模范 K-12 教师成为高需求学区的 STEM 大师级教师。 它还支持对高需求学区的 K-12 STEM 教师的持久性、保留性和有效性进行研究。通过使用基金会的智力优点和更广泛的影响审查标准进行评估，并被认为值得支持。