- Year 2019
- NSF Noyce Award # 1540794
- First Name Meena
- Last Name Balgopal
- Discipline Biology, Chemistry, Engineering, Geosciences, Math, Physics
Andrea Weinberg, Colorado State University, firstname.lastname@example.org; Laura Sample McMeeking, Colorado State University, email@example.com; Janice Nerger, Colorado State University, firstname.lastname@example.org; Tom Siller, Colorado State University, email@example.com
Andrea Weinberg, Arizona State University, firstname.lastname@example.org
Attendees will learn about the CSU Noyce mentoring program designed to support CSU Noyce Scholars to become teacher-leaders armed with the skills and supports to transform classrooms, schools, and communities.
We will describe the mentoring programs in terms of the theoretical frameworks and prior research upon which it is built, and will present some preliminary findings based on the data collected to date.
This poster will describe the development and initial implementation of an ongoing mentoring program designed for our Noyce Scholars. The Colorado State University Noyce mentoring program is grounded in research-based practices and processes for supporting early-career teachers. Three of the major strengths of our program are 1) strategically designed PD sessions, 2) a Cadre of Mentor Teachers, and 3) ongoing mentoring to provide a bridge between university training and early career teaching.
We want CSU Noyce Scholars to become teacher-leaders equipped with the skills and supports to transform classrooms, schools, and communities. Our mentoring model provides ongoing support for Noyce Scholars during their teacher preparation program and after graduation to allow them to develop the knowledge, skills, and dispositions to provide educational opportunities for all students and to address structural inequalities they might encounter, as well as to feel grounded and empowered in their local communities to be effective change agents.
We will describe the structure and content of our mentoring program, and detail the intentional efforts made to align the various aspects of our CSU Noyce project. A noteworthy aspect of this project is leveraging the knowledge and expertise that includes educators, education researchers, disciplinary scientists, and our Noyce Scholars themselves. We will share preliminary findings based on evidence from our first year of the mentoring program in the form of a series of “noticings” and “wonderings” about the structure, process, and outcomes of this mentoring program