Recruiting, Preparing, and Retaining High-Quality, Equity-Focused Secondary STEM Teachers

招聘、培养和留住高素质、注重公平的中学 STEM 教师

• 批准号: 2345113
• 负责人: Caren Chang
• 金额: $ 108.77万
• 依托单位: University of Maryland, College Park
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2024
• 资助国家: 美国
• 起止时间: 2024-04-15 至 2029-03-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2345113&HistoricalAwards=false
• 关键词: Recruiting; Preparing; Retaining; Quality; Equity

The project aim is to serve the national need of recruiting, preparing, and retaining high-quality secondary STEM teachers. The teacher shortage in combination with conditionally certified teachers has left many local secondary students without highly qualified STEM teachers. As one of the nation's largest school districts, Prince George's County Public Schools, serving a diverse student body, this is an issue of educational equity. Therefore, this project at the University of Maryland, College Park, (UMD) will recruit diverse STEM candidates from large prospective teacher pools on campus and within the local community. The project team will continue to improve the UMD equity-focused teacher preparation pathway and provide an enhanced internship experience for recipients. The project aims to retain graduates in the field by providing induction support during their first three years of teaching. This project is expected to increase, retain, and diversify the number of highly qualified certified STEM teachers locally for the good of the public. This project at the University of Maryland, College Park, includes partnerships with Prince George’s County Public Schools (PGCPS), specifically DuVal High School. Project goals include (1) enhancing and expanding the number of candidates utilizing teacher preparation pathways by providing scholarships and stipends to teacher candidates and (2) improving long-term retention in teaching by providing three years of induction support. The project aims to produce three cohorts of 10 highly qualified STEM teachers each year (approximately 30 total over the project). This includes secondary mathematics, science, and computer science teachers. The project team will enhance the equity-focused teacher preparation experience by offering one-year, renewable scholarships ($11,500 each) for undergraduates and one-year stipends ($23,000 each) for post-baccalaureates to support the completion of the teacher certification programs. Three years of induction support will be offered including online modules, virtual coaching, summer book clubs, in-person observations with feedback, and conference support. This project will evaluate the extent to which financial support increases the number of students graduating with STEM certification, with specific attention to students from groups underrepresented in STEM. Moreover, the project will evaluate to what extent the induction efforts support teacher retention. Not only will highly qualified, diverse STEM teachers benefit the local communities, but they will increase and strengthen the pool of potential STEM majors and thus benefit society more broadly. The findings of this project will be disseminated nationally with the UTeach network and other teacher preparation programs via conference presentations and publications in peer-reviewed journals. 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.

该项目的目的是满足国家招聘、培养和留住高素质中学 STEM 教师的需求。教师短缺以及有条件认证的教师导致许多当地中学生缺乏高素质的 STEM 教师。乔治王子县公立学校为不同的学生群体提供服务，这是一个教育公平问题，因此，马里兰大学学院公园分校 (UMD) 的这个项目将从大量潜在教师中招募不同的 STEM 候选人。校园内和当地该项目团队将继续改善以平等为重点的 UMD 教师培训途径，并为受助者提供更好的实习体验，旨在通过在毕业生的前三年教学期间提供入职支持来留住他们。马里兰大学帕克分校的该项目预计将增加、保留和多样化当地高素质认证 STEM 教师的数量，包括与乔治王子县公立学校 (PGCPS)，特别是杜瓦尔高中的合作。学校的项目目标包括(1) 通过向教师候选人提供奖学金和津贴，增加和扩大利用教师预备途径的候选人数量；(2) 通过提供三年的入职支持，提高教师的长期保留率。该项目旨在培养三批 10 名教师。每年提供高素质的 STEM 教师（该项目总共约 30 名），其中包括中学数学、科学和计算机科学教师。项目团队将通过提供一年期可续期奖学金来增强注重公平的教师准备经验。本科生（每人 11,500 美元）和学士学位后的一年津贴（每人 23,000 美元）将提供三年的入职支持，包括在线模块、虚拟辅导、暑期读书俱乐部、内部培训。该项目将评估财政支持在多大程度上增加获得 STEM 认证的学生数量，特别关注来自 STEM 代表性不足的群体的学生。该项目将评估入职培训工作在多大程度上支持教师保留，不仅使高素质、多元化的 STEM 教师受益于当地社区，而且还将增加和加强潜在的 STEM 专业人才库，从而更广泛地造福社会。该项目将通过 UTeach 网络和其他教师准备计划通过会议演讲和同行评审期刊上的出版物在全国范围内传播。该轨道 1：奖学金和津贴项目由罗伯特·诺伊斯教师奖学金计划 (Noyce) 提供支持。诺伊斯计划支持有才华的 STEM 本科专业和专业人士成为高效的 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 大师教师。 它还支持有关 K-12 有效性和保留率的研究。高需求学区的 STEM 教师。该奖项反映了 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。