- Year 2016
- NSF Noyce Award # 1340099
- First Name Elaine
- Last Name Martin
- Discipline Biology, Chemistry, Mathematics
- Co-PI(s)
Jeanetta Jackson, Tennessee State University, jwilliams@tnstate.edu; Artenzia Young-Seigler, Tennessee State University, ayoung@tnstate.edu; Heraldo Richards, Tennessee State University, hrichards@tnstate.edu
- Presenters
Elaine Martin, Tennessee State University, emartin@tnstate.edu
Need
A statewide shortfall of 500 math and science teachers annually over the next decade has been predicted for the state of Tennessee. Project Tiger Teach (PTT) supports training of STEM students leading to a degree in biology, chemistry or mathematics with teacher certification. PTT is a collaborative partnership between Tennessee State University and Metropolitan Nashville Public Schools (MNPS) System. MNPS is confronted with typical urban teaching and learning challenges. The district serves over 81,003 students, 75% of whom are economically disadvantaged. Nearly half of Metro’s alternatively licensed teachers are in math and science classrooms. These under-prepared teachers are not equipped to provide quality instruction for many of the District’s most challenged students.
Goals
The goals of PTT are to:
1) Increase the number of highly-qualified certified teachers in biology, chemistry, and mathematics in high-need schools in Nashville, TN
; 2) Increase teacher diversity with emphasis on recruiting African American male teachers in biology, chemistry, and mathematics, and 3) Provide three years of support to graduates in the form of mentoring and opportunities for professional development to ensure acquisition of tenure within the school system.
Approach
The Tennessee Board of Regents instituted Teacher Education Redesign, Ready2Teach. It includes three key components related to changing teacher preparation in Tennessee. First, programs are competency-based to ensure thorough content understanding and provide a solid theoretical framework of how all students learn. Second, Ready2Teach capitalizes on authentic learning using Problem-Based Learning activities in both content and educational courses. Residency components and authentic teacher performance assessment require candidates to demonstrate proficient teaching skills. Mentor teachers, trusted practitioners, guide and counsel pre-service teachers in best practice(s) of the profession.
Outcomes
The student who has finished the program successfully completed the Praxis II Tests and edTPA requirements. Also, the PI is working with the University’s Director of Community College Initiatives to recruit participants for the project.
Broader Impacts
Based at a Historically Black College and University (HBCU), PTT is designed to increase the number of underrepresented teachers in science and mathematics, and improve the ratio of underrepresented teachers to underrepresented students. The year-long residency will produce highly-qualified teachers who have mastered content knowledge, understand the learning process, and application of assessment results to improve instruction. Thus, an increase in high school and post-secondary graduation rates are anticipated that will address the nation?s shortage of STEM professionals; in order to retain the United States’ status as a world leader.
