- Year 2022
- NSF Noyce Award # 1660746
- First Name Wanda
- Last Name Lastrapes
- Institution University of North Florida
- Role/Position Project Director, Faculty Administrator
- Workshop Category Track 2: Teaching Fellowships
- Workshop Disciplines Audience Biological Sciences, Chemistry, Computer Science, Engineering, Mathematics, Physics, Teacher Induction
- Target Audience Co-PIs, Higher Education Institution Administrators, Noyce Master Teachers, Noyce Teaching Fellows, Other Faculty/Staff, Project PIs, School District Administrators
- Topics Communication and Advocacy: Teaching Educators to Effectively Tell Their Stories, Developing Partnerships that Support Teachers and Students at High-Need School Districts, Developing Teacher Leaders, Preparing STEM Teachers as School & Community Change Agents
- Session Length 75 minutes minutes
- Additional Presenter(s)
Brian Zoellner (b.p.zoellner@unf.edu) & Ashley Sarra (SarraA@duvalschools.org)
Goals
This presentation will highlight key components of the Noyce Teaching Fellows Induction PLC designed to support STEM secondary teachers in high needs schools in the southeastern US. Participants will understand a framework for engaging novice teachers in teacher inquiry work. 1.An overview of an Induction framework that sustains the focus of the residency Master of Arts in Teaching core components.2.Tools and strategies utilized by STEM teachers engaged in teacher inquiry/action research to examine their instructional decision-making and practices in high needs urban classrooms.3.A description of programmatic elements that are key to sustaining the classroom teachers’ foci on culturally responsive practices and community connected learning.
Evidence
Teacher residencies are emerging as model to address the reoccurring shortage of highly qualified teachers and the need to adequately prepare individuals to transition into the profession. According to the National Center for Teacher Residencies, under-resourced schools lose approximately 20% of their teachers each year; whereas 85% of urban teacher residency graduates remain in the classroom after 3 years (NCTR Annual Report, 2019-2020). Successful teacher residencies are structured through collaborative partnerships that include school districts, teacher preparation programs, and community agencies. Co-PIs and Noyce Teaching Fellow will highlight components of a teacher residency program (Master of Arts in Teaching) to prepare and retain 15 STEM teachers for a local high-need school district. Most relevant to this workshop will be a focus on the four-year Induction Program that supports these novice educators during their first four years in the classroom. The JTR Teaching Fellows Induction Program engages secondary teachers in teacher inquiry projects to critically examine instructional practices and core constructs around equitable and culturally responsive instructional strategies. Noyce PIs will highlight the key structures that have led to the sustainability and strength of this collaborative urban teacher residency program for the past five years. Participants will examine the frameworks used to develop teacher inquiry impact projects. A Noyce Teaching Fellow will share her impact project and other sample projects and findings will be highlighted.
Proposal
This workshop will provide attendees with an overview of a Robert Noyce Track 2 Teaching Fellows Residency program. Session participants will understand the key components of a secondary STEM residency teacher education program focusing on the development of a four-year STEM Induction program provided by PIs from the College of Education and Human Services and the College of Arts and Sciences. The success of the residency and induction program can be attributed to the solid bridge between theoretical constructs and supporting teacher candidates’ during their early years in 6-12 STEM classrooms. Program directors will highlight those constructs and describe how they are infused through a Professional Learning Community (PLC) Induction model utilizing both face-to-face and virtual formats. Participants will share how the pandemic affected their induction work and provide insights through a dialogue and a question-and-answer period following the workshop.
