Loyola University Chicago Noyce Scholars: Teaching, Learning & Leading with Schools and Communities

Loyola University Of Chicago, Chicago IL

Investigators

Abstract

This project aims to serve the national need of recruiting, developing, and retaining a talented group of high school science and mathematics teachers with the knowledge, practices, and dispositions to enact high quality STEM education. The project will identify and attract high-achieving STEM majors through systematic outreach efforts and a "Try Teaching Stipend" opportunity. Recruitment will target a qualified pool of applicants. Scholars will complete Loyola University Chicago’s initial teacher education program. Induction support will include participation in field experiences and coaching "shadow days" in partner schools, as well as ongoing mentoring and collaborative professional learning, all designed to support instructional effectiveness and retention. This project at Loyola University Chicago includes partnerships with Illinois District 219 and Chicago Public Schools. Project goals guide the execution of the project. First is to recruit and provide financial and other supports to 19 high-achieving prospective biology, chemistry, physics, computer science, and mathematics teachers across five years who commit to teaching in high-need schools. Second is to increase the number of talented STEM undergraduate majors and professionals pursuing secondary education degrees and becoming effective high school STEM teachers. Third is to retain teachers in high-need school districts following graduation from the teacher education program through rigorous initial teacher preparation combined with access to high quality resources and mentoring through induction. Fourth is to study program data to inform understanding of STEM teacher preparation, mentoring, and induction support. This project will be iteratively evaluated. Evaluation of the project will be guided by the following evaluation questions: (a) Does the program establish a recruitment and selection process that attracts highly capable mathematics science majors committed to high-need school districts? (b) Does the program adequately prepare teacher candidates to meet state initial licensure requirements? (c) Do induction supports meet the needs of beginning STEM teachers? and (d) To what extent do program graduates remain teaching in high-needs school districts? This Track 1: Scholarships and Stipends project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM master teachers in high-need school districts. It also supports research on the effectiveness and retention of K-12 STEM teachers 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.