- Year 2017
- NSF Noyce Award # 1439763
- First Name Joseph
- Last Name Travis
- Discipline Other: Math and Science
Sherry Southerland, Florida State University, firstname.lastname@example.org ;Chiang Shih, Florida State University, email@example.com; Alec Kercheval, Florida State University, firstname.lastname@example.org; Christine Andrews-Larson, Florida State University, email@example.com
Karen Rose, Florida State University, firstname.lastname@example.org;Kirby Whittington, Florida State University, email@example.com
Students of color and low-income students are less likely to be taught by experienced teachers and are less likely to be engaged in ambitious STEM instruction than their more affluent peers. This lack of opportunity limits their future STEM potential. It is well documented that low-income students are more likely than their more affluent peers to be taught by teachers not certified in their field (Chambers et al., 2010), and this is particularly true in STEM fields (Haycock, 2001). Although the limited number of STEM teachers is in part due to the lack of teacher production, many argue that the problem is not teacher production but teacher attrition. One third of all novice teachers leave the profession within 3 years, and the turnover by year 5 is 50% (Darling-Hammond & Sykes, 2003). These figures are higher in the STEM disciplines where the attrition rate is increased by 33% (Ingersoll & May, 2010). Ingersoll and Perda (2010) report that this attrition is greater in schools with limi
The FSU-Teach Noyce project (NSF #1439763 ) is designed to address two of the most central factors influencing the ?opportunity gap?(Gorski, 2013): 1) access to effective STEM teachers and 2) engagement in challenging instruction. This project has three interconnected areas of action- recruitment, preparation and support of effective STEM teachers in high needs settings. Recruitment involves not only the recruitment of students who are interested in teaching in the STEM field but also situates the Noyce internships in opportunities to explore teaching through STEM faculty outreach efforts. Noyce pre-service teacher preparation efforts support the development of Noyce scholars through monthly seminars that provide the scholars with additional opportunities to understand how student-centered teaching practices provide all students an opportunity to engage in the content and practices of mathematics and science. Furthermore, these scholars are supported in this effort with program mentors and school-based mentors. Scholars volunteer in the classrooms of the school-based mentors to provide them with additional opportunities with work with excellent teachers in high needs schools and their students. Finally, the Noyce Phase II project offers strong induction support for Noyce graduates by providing on-site support visits in which mentors and Noyce scholars identify areas that need additional support and construct a plan for accomplishing the identified goals.
The Noyce Phase II project continues to address the Research questions. 1. What constellation of affective dispositions and beliefs position preservice teachers’ for success in delivering ambitious STEM instruction in high needs settings during apprentice teaching? During the first year of work? 2. How can STEM teacher preparation programs support preservice teachers whose affect and beliefs do not align with this profile? 3. What factors related to school setting and leadership in high needs settings best support ambitious STEM instruction by all novice Noyce graduates? Methodology and Analytic Approach. Videos are being analyzed using cultural responsiveness of the Noyce scholars are being analyzed using the Culturally Responsiveness Instruction Observation Protocol ( CRIOP) by Rightmyer, E. C., Powell, R., Cantrell, S. C., Powers, S., Carter, Y., Cox, A. & Aiello, R. (2008).
The outcomes of the project to date include: Teacher Recruitment—in the three years of the projects we have funded over 16 STEM majors to intern with faculty in designing and delivering STEM outreach projects to local schools. Teacher Production– we have funded 21 students, 12 of which have graduated and 11 of which are already teaching in high needs settings. Currently, the program has 7 Noyce scholars. Teacher Support—Ongoing induction visits with graduates each semester encourage novice teachers to identify areas of support needed. Noyce mentors observe the classrooms and offer insights and advice on ways to improve or strengthen those areas. Research—Data collection on the Noyce scholars began during their student teaching experience and continues with their local education site.
We have funded over 16 STEM majors to intern with faculty in designing and delivering STEM outreach projects to local schools. Additionally, we have funded 21 students, 12 of which have graduated and 11 of which are already teaching in high needs settings. Currently, the program has 7 Noyce scholars. Ongoing induction visits with graduates each semester encourage novice teachers to identify areas of support needed. Noyce mentors observe the classrooms and offer insights and advice on ways to improve or strengthen those areas. Anecdotal data suggests that Noyce graduates are persisting in their placements and yielding academic successes with their students as expressed by administrators and others familiar with their work in the classroom.