Community-Based STEM Pathways to Develop Idaho Professional Educators

基于社区的 STEM 途径培养爱达荷州专业教育工作者

• 批准号: 2243412
• 负责人: Joe Champion
• 金额: $ 149.99万
• 依托单位: Boise State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-12-01 至 2029-11-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2243412&HistoricalAwards=false
• 关键词: Community; Based; STEM; Pathways; Develop

The project aims to serve the national need of preparing high-quality rural STEM teachers, referred to as Teaching Fellows (TFs). Through this project, rural schools in Idaho will have access to more highly prepared STEM teachers (e.g. mathematics, science, engineering, and computer science teachers). The project is scheduled to provide full tuition scholarships for 16 TFs to earn a Master’s in Teaching degree and an Idaho teaching 6-12 certificate via Boise State University’s College of Education. After completing teacher certification, the TFs will receive annual salary supplements during their first four years of teaching. This project takes an innovative approach to recruiting and preparing STEM degree holders to become secondary teachers in rural high-need school districts. The proposed fellowship program is positioned to establish a new place-based residency strategy within an existing master’s degree program at Boise State University. This residency program aims to integrate coursework with classroom experiences, allowing TFs to apprentice under the constant guidance of an experienced mentor teacher. The community-based focus of this project is designed to ensure the program is attractive and effective for STEM professionals already living in rural communities. An extended induction support program is designed to support TFs to engage in collaborative community-focused analysis of their instruction as they develop local leadership capacity. This project at Boise State University includes partnerships with several rural Idaho high-need school districts (Blaine County, Caldwell, Hansen, Kimberly, Wendell, and Twin Falls), the Idaho Business for Education organization, the Idaho Workforce Development Council, and the Idaho STEM Action Center Project. The project goals include: (1) recruit and select a diverse cohort of 16 well-qualified TFs with high geographic diversity, (2) ensure all TFs gain the cultural competencies, pedagogical techniques, and professional dispositions necessary to be successful STEM teachers in their rural settings, and (3) provide quality induction support so that TFs and their mentors can be effective leaders in addressing community-valued goals for increased participation in STEM. The 6-year project includes external project evaluation collecting data throughout the program, with two questions to guide the project evaluation: (1) How effective is the fellowship program in supplying STEM teachers to rural, high-need schools? and (2) Which program and induction practices of the program are most associated with candidates' and graduates' use of responsive teaching practices? Results will provide information about the potential value of teacher certification models for teacher education programs and high-need districts. Findings will be broadly disseminated to inform national efforts to recruit and prepare STEM professionals to be highly qualified STEM teachers. 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.

该项目旨在满足国家需要准备高质量的粗糙STEM教师的需求，称为教学研究员（TFS）。通过这个项目，爱达荷州的乡村学校将可以使用更备受准备的STEM教师（例如数学，科学，工程和计算机科学老师）。该项目计划为16个TF提供完整的学费科学，以通过博伊西州立大学的教育学院获得教学硕士学位和爱达荷州教学的6-12证书。完成教师认证后，TFS将在他们的前四年教学中获得年薪。该项目采取了一种创新的方法来招募和准备STEM学位持有者，以成为大约高必要的学区的二级教师。拟议的奖学金计划定位，可以在博伊西州立大学现有硕士学位课程中建立新的基于地方的居住战略。该居住计划旨在将课程工作与课堂经验相结合，使TFS能够在经验导师老师的不断指导下学徒。该项目的基于社区的重点旨在确保该计划对已经居住在农村社区的STEM专业人员有吸引力和有效。一项扩展的归纳支持计划旨在支持TFS在发展本地领导能力时对他们的指示进行协作的指导分析。博伊斯州立大学的该项目包括与爱达荷州艰难的高需求学区（布莱恩县，考德威尔，汉森，金伯利，温德尔和双瀑布），爱达荷州教育组织，爱达荷州劳动力发展委员会和爱达荷州STEM STEM ACTION CENTER项目的合作伙伴关系。项目目标包括：（1）招募和选择16个具有高地理多样性合格的TF的潜水员队列，（2）确保所有TF都能获得文化能力，教学技巧，教学技巧以及为成功的STEM教师所必需的专业倾向，并在其乡村环境中获得STEM教师，并且（3）为TF提供质量归纳的支持，以便在他们的训练中提供质量吸引力，以便在他们的训练方面与他们的进一步启动有关有效的领导者，可以有效地参与其中。这项为期6年的项目包括通过该计划收集数据的外部项目评估，并提出了两个问题来指导项目评估：（1）奖学金计划在为STEM教师提供向粗糙的高需求学校提供的奖励金计划有多么有效？ （2）该计划的哪种计划和归纳实践与候选人的“和毕业生”对响应式教学实践的使用最相关？结果将提供有关教师认证模型对教师教育计划和高需求地区的潜在价值的信息。调查结果将被广泛传播，以告知国家努力招募和准备STEM专业人员成为高素质的STEM老师的努力。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。它还支持有关K-12 STEM教师在高需求学区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评估标准来评估，被认为是珍贵的支持。