- Year 2022
- NSF Noyce Award # 1852624
- First Name Courtney
- Last Name Nagle
- Discipline Mathematics
- Co-PI(s)
Paul Becker, Patrick Kelly, Michael Rutter, Jodie Styers
- Presenters
Courtney Nagle, Penn State Behrend
Need
Fostering a productive relationship with one or more local high-needs school districts is an essential component of any Robert Noyce Teacher Scholarship program. But what should these relationships look like and how can a program develop relationships that are both beneficial to their scholars and help to provide a service to the districts themselves?
Goals
1)What are essential components of a project/partner district relationship that effectively supports the development of scholars for the demands of teaching in a high-needs school setting?2)What are essential components of a project/partner district relationship that additionally supports the partner district’s students and teachers?
Approach
Our poster will provide details for the various elements of our collaborative relationship with local high-needs districts. Within our project, this involves identifying two mentor teachers from each of four partner districts. One middle school and one high school teacher from each district have formed our team of mentor teachers. These mentor teachers are paid for their contributions to the project, which include developing and delivering workshops for junior Noyce scholars and engaging in roundtable discussions with senior Noyce scholars.
Outcomes
So far, this partnership has enabled the creation of two years of programming for Noyce scholars—the first year focusing on workshops developed to Junior scholars and the second year focusing on round-table discussions with smaller groups of Senior scholars and mentor teachers. The partnership has also allowed for the development of Junior and Senior level AMP! workshops. In our first cohort of AMP! graduate, three students matriculated as undergraduate students at Penn State Behrend!
Broader Impacts
In addition to programming to equip our Noyce scholars with the skills and attitudes to thrive in high-needs school settings, the project has afforded opportunities for high school students from the high-needs schools and professional development experiences for the mentor teachers.
