Developing, Recruiting, and Empowering Alabama Mathematics Teachers

培养、招聘和增强阿拉巴马州数学教师的能力

• 批准号: 2151040
• 负责人: W Gary Martin
• 金额: $ 324.98万
• 依托单位: Auburn University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-04-01 至 2028-03-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2151040&HistoricalAwards=false
• 关键词: Developing; Recruiting; Empowering; Alabama; Mathematics

This project aims to serve the national need of preparing high-quality teachers by encouraging, recruiting, and preparing motivated STEM graduates and STEM professionals in central Alabama to become well-prepared secondary (grades 6-12) mathematics teachers. An ongoing shortage of qualified mathematics teachers in the eight partnering high-need school districts is a critical need the project will address. Well-prepared mathematics teachers are important to ensure that all students, regardless of race or cultural background, develop the mathematical knowledge and dispositions needed for success in life. The project will recruit candidates from mathematics-intensive careers. These individuals will be supported as Noyce Teaching Fellows (TFs) who will be receive funding as they complete a streamlined master's degree in mathematics education and teacher certification, as well as an annual salary supplement for four years as they teach in high-need school districts. Project personnel and mentor teachers from the school districts will support the candidates’ professional growth as they begin their careers. The project will produce 26 mathematics teachers who can effectively teach mathematics to students in partner schools, and 20 mentor in-service teachers will gain increased knowledge about the research-based teaching of mathematics. This project at Auburn University includes partnerships with Tuskegee University, Alabama State University, both Historically Black Universities and Colleges, and surrounding high-need school districts (Chambers, Macon, Russell, and Tallapoosa Counties, and Alexander, Auburn, Opelika, and Pike Road Cities). In addition, the Auburn University Foundation, the East Alabama Regional Inservice Center, and the Alabama Math, Science, and Technology Initiative are non-profit partners in this endeavor. Project goals include recruiting 26 STEM professionals to become mathematics teachers, preparing them to teach mathematics using evidence-based strategies to support the learning of all students, and providing a minimum of four years of professional learning to help them develop into teacher leaders. A professional learning community of the new teachers and their mentor teachers will support mutual professional growth. The project is guided by the Standards for Preparing Teachers of Mathematics developed by the Association for Mathematics Teacher Educators. Research on the impact of preparing and supporting mathematics teachers to provide equitable instruction on their mathematics teacher identity and mathematics teacher leader identity will occur. Quantitative and qualitative data will be collected to develop annual snapshots of the new teachers’ longitudinal development; a set of case studies will explore their professional growth. The evaluation will examine supports and impediments to implementation of the project activities along with progress toward sustainability. The project will disseminate its work through presentations at research and practitioner conferences, manuscripts submitted to practitioner and research journals, and social media platforms. 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.

该项目旨在通过鼓励，招募和准备成熟的STEM毕业生和阿拉巴马州中部的STEM专业人士来准备高质量的教师的国家需求，以成为准备好的中学（6-12年级）数学老师。该项目将解决八个伙伴高需求学区的合格数学老师的持续短缺。准备充分的数学教师对于确保所有学生（无论种族或文化背景如何）发展生活成功所需的数学知识和倾向很重要。该项目将从数学密集型职业中招募候选人。这些人将被作为Noyce教学研究员（TFS）的支持，他们将获得资金，因为他们完成了精简的数学教育硕士学位和教师认证的硕士学位，以及在高需求学区任教的四年中的年薪四年。来自学区的项目人员和导师老师将在候选人开始职业生涯时的职业发展。该项目将产生26位数学教师，他们可以有效地向伴侣学校的学生教授数学，而20名心理服务教师将获得有关基于研究的数学教学的更多知识。奥本大学的该项目包括与塔斯基吉大学，阿拉巴马州立大学的合作伙伴关系，历史上是黑人大学和大学，以及周围的高需求学区（钱伯斯，梅肯，梅肯，拉塞尔和塔拉波萨县，以及亚历山大，奥本，奥佩利卡和派克公路城市）。此外，奥本大学基金会，东阿拉巴马州地区服务中心以及阿拉巴马州的数学，科学和技术倡议是这项努力的非营利合作伙伴。项目目标包括招募26名STEM专业人员成为数学教师，使他们准备使用基于证据的策略来教学以支持所有学生的学习，并提供至少四年的专业学习，以帮助他们发展成为教师领导者。新教师及其心理老师的专业学习社区将支持相互的专业成长。该项目以数学教师教育者协会开发的数学教师的准备标准为指导。关于准备和支持数学教师为数学教师身份和数学教师领导者身份提供公平说明的影响的研究。将收集定量和定性数据，以开发新教师纵向发展的年度快照；一系列案例研究将探索其专业成长。评估将检查实施项目活动的支持和障碍，以及朝着可持续性的进步。该项目将通过在研究和实践会议上的演讲，提交给实践者和研究期刊的手稿以及社交媒体平台来传播其工作。这首歌2：通过罗伯特·诺伊斯（Robert Noyce）教师奖学金计划（NOYCE）支持教学奖学金项目。 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老师，并经验丰富的K-12老师，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教师的有效性和保留的研究。该奖项反映了NSF的法定任务，并通过使用基金会的知识分子优点和更广泛的影响审查标准来评估被认为是宝贵的支持。