- Year 2019
- NSF Noyce Award # 1239945
- First Name Lisa
- Last Name McDonald
- Institution Barnard College
- Role/Position Doctoral Research Assistant
- Workshop Category Track 1: Scholarships and Stipends
- Workshop Disciplines Audience N/A
- Target Audience Evaluators/Education Researchers, Noyce Teaching Fellows, Project PIs / Co-PIs / Other Faculty/Staff, Undergraduate and/or Graduate Noyce Scholars
- Topics Preparing Teachers for High-Need School Districts
- Session Length 30 minutes
- Additional Presenter(s)
Romi Messer, Barnard College, Noyce Scholar
1. Understand the ways in which scholars need support
2. Analyze the ways in which sociocultural factors impact teachers inside and outside the classroom
3. Learning the trajectory of a scholar’s growth from a pre-service teacher to classroom teacher.
Research results from the analysis of data, including: interviews, transcripts, journal reflections, teaching reflections, and teaching philosophy.
The support of scholars in the Barnard Noyce Teacher Scholars Program has been shown to be beneficial in facilitating the scholars’ growth inside and outside of the classroom. In our elementary cohort, new teachers have expressed the importance of forming relationships with the students that they teach to build a sense of classroom community and effective practices. Teacher preparation experiences and mentorship from their professors and peers allows scholars to examine and expand their sociocultural awareness within their teacher identity, a process that scholars identify as significant to their development. This workshop will provide findings from an in-depth case study regarding a scholar’s experience as a preservice teacher to classroom teacher within the Barnard Noyce program. The findings from this case study illustrate strategies and supports for scholars that prepare them for success in high-need schools.