The Robert Noyce Teacher Scholarship Program

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Maintaining Contact and Support for Noyce Graduates

  • Year 2016
  • NSF Noyce Award # 1136416
  • First Name Lesa
  • Last Name Beverly
  • Discipline Mathematics
  • Co-PI(s)

    Keith Hubbard, Stephen F. Austin State University, hubbardke@sfasu.edu
    Dennis Gravatt, Stephen F. Austin State University, dgravatt@sfasu.edu
    Karen Embry-Jenlink, Stephen F. Austin State University, kjenlink@sfasu.edu
    Chrissy Cross, Stephen F. Austin State University, crossc1@sfasu.edu

  • Presenters

    Keith Hubbard, Stephen F. Austin State University, hubbardke@sfasu.edu

Need

Graduates often feel isolated after graduating, which is exacerbated by living in rural areas. Creative yet replicable strategies are required to address new teacher support and also to examine growth in teacher efficacy once new graduates have scattered. This poster addresses practical implementation as well as a research protocol that might be of use to other sites.

Goals

This poster will focus specifically on goals pertaining to new teacher support and examining teacher growth. Specifically, we will address the following three project goals: support Noyce graduates once they enter the classroom, assist Noyce graduates in developing culturally responsive pedagogy, and learn how these teachers impact student success. Key activities include: equipping their supervising teacher from student teaching to maintain contact and even continue observing graduates when they enter the classroom; funding travel to a summer teaching conference where vision can be restored and connections strengthened; establishing a rigorous teacher observation protocol to better understand their development as teachers and teacher leaders.

Approach

Our approach for supporting students in the classroom is to maintain established professional relationships while at the same time fostering new relationships. Equipping graduates’ supervising teacher from student teaching to maintain contact and to continue observing graduates when they enter the classroom builds on an existing relationship, but we also financially support a new on-site mentor. Finally, the project funds travel of the graduate, the long-term mentor, and the on-site mentor to a summer teaching conference where vision can be restored and connections strengthened. With regard to examining culturally responsive pedagogy and growth of the educator, the project sends an educational researcher to observe and record each teacher using the T-test protocol. Two other researchers then apply the same protocol in watching the recording and results are compared.

Outcomes

Although numerous articles and presentations have already been produced at other stages in the project, we expect that our support and research efforts with new teachers with result in both more successful teachers and a better understanding of what mentored teacher growth looks like in a rural context. We plan additional articles and presentations in coming years.

Broader Impacts

Recent graduates and their students are most directly impacted by our efforts in this area. However, we also are exposing campus based mentors to best practices through their conference attendance. Finally, we are disseminating our findings through articles (three thus far) and presentations (roughly six so far).

What’s New

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This material is based upon work supported by the National Science Foundation (NSF) under Grant Numbers DUE-2041597 and DUE-1548986. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.

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