- Year 2016
- NSF Noyce Award # 1136419
- First Name Deidre
- Last Name Sessoms
- Discipline Mathematics, Science
Kelly McDonald, California State University Sacramento
Gary Shannon, California State University Sacramento
Deidre Sessoms, California State University Sacramento
A primary goal of the NSF Noyce Scholarship Program is to increase the numbers of well-prepared effective STEM teachers, especially those who will teach in low-income, diverse schools. One method to improve the effectiveness and commitment of STEM teachers is to provide support for developing a “STEM Teacher” identity early in teacher preparation (Day et al 2005). To support this, the SacMAST project (Sacramento Math and Science Teachers) has embedded multiple activities for Noyce Scholars in our program that assist in developing the STEM Teacher identity.
Noyce Scholars in SacMAST: the Sacramento Math and Science Teacher Program participate in multiple professional development activities that contribute to developing a professional STEM teacher identity. Key activities include:
1. Teacher professional conferences, including national (e.g. National Science Teacher Association and National Council of Teachers of Mathematics), statewide (e.g. California Science Teacher Association, California Math Council, California STEM Symposium), regional and local (Sacramento Area Math Educators and Science in the River City annual one-day conferences).
2. Teacher professional development workshops that are available to any are teachers, such as monthly Math Saturday workshops and monthly Science in the River City workshops, both offered through Sacramento State’s Math and Science Education Center.
3. Teacher professional development workshops specific to Noyce Scholars, such as training from the Parent/Teacher Home Visit Project and twice yearly collaborative activities with Noyce Scholars from a sister campus nearby (CSU Chico).
4. STAR: STEM Teacher and Researcher program
All Noyce Scholars in our program are required to choose from a master list of professional development activities. While some activities are required, others are optional. Because cultural competence is key to success in California’s diverse schools, attendance at the annual Parent/Teacher Home Visit Project training is required, as are our collaborative meetings with colleagues from the CSU Chico Noyce project. Attendance at professional conferences is encouraged, as is participation in local PD workshops. Our poster will illustrate the goals of various PD opportunities that have been provided to Scholars, as well as information about activities and approaches.
Noyce Scholars from Sacramento State are now teaching in low income schools throughout California. Our Scholars are department chairs; they lead professional development in new math and science standards at their school sites; they continue to participate in multiple professional development opportunities as they move into ‘veteran teacher’ status. Noyce Scholars report that participation in professional development opportunities is at least as important as the monetary support provided by the scholarship.
Noyce Scholars from Sacramento State are now teaching in low income schools throughout California. Our Scholars are department chairs; they lead professional development in new math and science standards at their school sites; they continue to participate in multiple professional development opportunities as they move into ‘veteran teacher’ status.