2012 Noyce Conference Program - The Robert Noyce Scholarship ...

WORKSHOP ABSTRACTSWe may also be able to share early results from our NoyceStudy whereby we are comparing Noyce vs non‐Noyce scienceand math teachers at two major campuses in the CSU system.2.13 The Nuts & Bolts of Implementing the MTSU MasterTeaching Fellows Project: Perspectives on What We HaveLearned in Three YearsLength of Session: 60 minutes2.12B Reflective Pathways: The Impacts of an Urban ScienceTeaching Field Experience on Undergraduates’Decisions to Teach Science in the New York City SchoolSystemLength of Session: 30 minutesPaul Bischoff, SUNY‐OneontaPaul French, SUNY‐OneontaJohn Schaumloffe, SUNY‐Oneonta and Co‐PI OneontaTarget Audience: Undergraduate and/or Graduate NoyceScholars, Noyce Teaching Fellows, Noyce Master Teachers,Project PIs, Co‐PIs, Other Faculty/Staff, School and DistrictAdministrators, Higher Education Institution AdministratorsTopic: Research and EvaluationSUNY College at Oneonta is an undergraduate institution locatedin rural upstate New York. All Noyce scholars in ScienceEducation at SUNY‐Oneonta (n = 24) come from either rural orsuburban areas in New York. None of our Noyce Scholarscome from urban areas, nor do they have any experience inurban schools. At the same time, the realities of current scienceteacher opportunities in New York State practically necessitatethat new teachers are prepared to accept teachingpositions in New York City (NYC).The purpose of this research was to identify the effects of aone‐week New York City teaching placement on Noyce Scholarsdispositions regarding the acceptability of a New York Cityteaching position. As such, the Noyce Scholars were requiredto respond to the following essay prompt before , immediatelyafter and one month after the NYC internship: “If yougraduated college today with a science teaching license,would you apply for and accept a position as a science teacherin a high needs NYC school?” Common themes emerged in theessay analysis, and we were able to identify each statement inthe essays as a positive (+) or negative (‐) perception aboutthat theme. Ultimately, we were able to use the essay analysisin distinguishing characteristics of the Noyce Scholars whobecame increasingly committed to NYC teaching, from thosewho became more reluctant to pursue a NYC teaching career.In this presentation we describe what was revealed in theessay analyses and implications this research has on identifyingNoyce Scholars who are likely to respond affirmatively toNew York City teaching opportunities.Kyle Butler, Middle Tennessee State UniversityMichaele Chappell, Middle Tennessee State University,Michaele.Chappell@mtsu.eduSamantha Stevens, Math Teacher (Master Teaching Fellow),Grundy County High School, Tennessee, sstevens@k12tn.netTarget Audience: Undergraduate and/or Graduate Noyce Scholars,Noyce Master Teachers, Project PIs, Co‐PIs, Other Faculty/Staff, School and District Administrators, Higher Education InstitutionAdministrators, Evaluators/Education ResearchersTopic: Teacher LeadershipThis presentation will highlight the successes and challenges ofimplementing one of the Master Teaching Fellows (MTF)projects funded in year 2009. The Middle Tennessee StateUniversity (MTSU) MTF project aims to transform STEM teachingand learning by redefining STEM education professional developmentand building the capacity to expand our mentorship modelthrough developing master teachers in the field; building theprofessionalism of classroom practice; encouraging teachers toconduct critical inquiry; and providing them with necessarytools, and experiences to determine best practices in each of thevarious classroom, school, and district contexts.The MTSU MTF project includes using a mentoring model withuniversity faculty guiding fourteen teachers to develop teacherenhancement plans focused on content knowledge, pedagogy,and leadership competencies. Each year, teacher professionaldevelopment has been supported through teacher‐directed actionresearch and a number of master teachers are extendingthemselves by leading, collaborating and mentoring other teachers/colleaguesin teacher‐directed action research.At this point, teacher‐directed research from this project hasbeen disseminated across local, regional, national and internationalconferences. Through consistent and regular participationof teachers, administrators, and university faculty, it is anticipatedthat, over the next two years, schools will institutionalizeteacher‐directed action research as a sustained element withintheir districts ‐‐ state mandated school improvement and professionaldevelopment programs. Finally, this presentation will alsohighlight reflections on learning experiences, successes, andpotential barriers to facilitating teacher professional developmentthrough classroom research.2012 NSF Robert Noyce Teacher Scholarship Program Conference25