Preparing and Retaining Diverse, High-Quality Secondary School STEM Teachers in Maryland High-Need Schools

Bowie State University, Bowie MD

Investigators

Abstract

This project aims to address the ongoing shortage of qualified STEM teachers in Maryland’s high-need school districts. Since 2004, the state of Maryland has reported a critical need for certified teachers in mathematics and science. The need for mathematics and science teachers is persistently critical in Prince George’s County Public Schools (PGCPS), one of the largest and most impacted districts in the state and a key partner in this initiative. Bowie State University (BSU), located in Prince George’s County, offers a strong pool of STEM majors who are well positioned to serve the local school system. Through a comprehensive combination of support including internship opportunities, academic scholarships, pedagogical training, and professional mentoring. This project will recruit, prepare, and retain high-quality secondary STEM teachers who are equipped to succeed in Prince George’s County Public Schools and other Maryland high-need school districts. The project includes a partnership with Prince George’s County Public Schools, a high-need school district and is built around three main goals: (1.) To recruit and retain undergraduate STEM majors in mathematics and science teacher preparation programs. (2.) To support the professional development and career readiness of Noyce Scholars committed to teaching in high-need schools. (3.) To promote the success and retention of early-career Noyce Scholars during their induction phase as classroom teachers. This project is modeled on social cognitive career theory, which emphasizes the role of personal experience in shaping career choices. By providing students with meaningful teaching and mentorship opportunities, this project aims to recruit undergraduates majoring in biology and mathematics into teaching careers. To support success and retention of the Noyce scholars committed to teaching in high-need schools, the project plans continued support during the induction phase of teaching in Prince George’s County Public Schools. A supportive community of educational professionals will be developed through the engagement of Noyce Scholars in a mentoring network with master teachers. To develop teaching self-efficacy, the induction phase for Noyce Scholars will include access to pedagogy seminars and career development opportunities. The Scholars will have opportunities to attend Praxis II preparation workshops, perform action research projects in their yearlong practical classroom experience, attend conferences, and engage in educator networking opportunities. A STEM communication club will be launched to foster public engagement in science through community events. For each of the first three years of funding, the project intends to offer 40 paid, semester-long tutoring internships in a Prince George’s County Public School and 18 paid summer internships in the Walter Reed Army Institute of Research’s GEMS program summer camp program. By the end of the award, the project intends to produce at least 23 new secondary teachers who are prepared to engage students in successful learning experiences in high school biology and mathematics. The project’s research and evaluation agenda will measure how program activities impact Scholars’ self-efficacy and outcome expectancy toward choosing teaching as a career. The findings will contribute to the broader understanding of effective practices for preparing and retaining STEM educators in high-need school settings. This Track 1: Scholarships and Stipends project is supported by the Robert Noyce Teacher Scholarship Program, which advances the preparation of highly qualified K-12 STEM teachers and supports research on teacher persistence, effectiveness, and retention in high-need school districts. This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.