The University of Indianapolis Teach (STEM)3 awards a MAT degree with licensure in Chemistry, Biology, or Math. UIndy TS3 consists of multiple layers of support, including a clinical residency, integrated and scaffolded coursework, and two years of in-service mentoring. Evaluation and retention results indicate that candidates are well-supported in their high-need classrooms by these program components. The 3-year retention rate of 93% over eight cohorts is higher than the national average.
Using the UTeach Observation Protocol (UTOP) to Understand the Quality of Mathematics Instruction
We describe how the UTeach Observation Protocol draws upon theories and practices heavily emphasized in teacher preparation—including deep student engagement, classroom management, STEM content fluency, lesson structuring, and innovative instructional models. We then present the ratings of three sample elementary mathematics lessons on the UTOP.
Developing STEM Teachers through Both Informal and Formal Learning Experiences
This article highlights the impact of teachHouston on students’ pursuing STEM teaching careers. Both informal and formal learning opportunities were created and implemented to better prepare preservice STEM teachers and to build self efficacy. The outcomes indicate that formal and formal experiences can impact self-efficacy which may lead to increased production and retention of STEM teachers.
First-Year Urban Mathematics and Science Middle School Teachers: Classroom Challenges and Reflective Solutions
This study explored the challenges facing 1st-year alternatively certified teachers of mathematics and science in urban middle schools. Four teachers, participants in the Robert Noyce Scholarship Program, were followed from preservice training through their 1st year of teaching, having taken part in innovative coursework, workshops, and internship training. Through focus groups, interviews, and classroom observations, data were collected to analyze their experiences in economically disadvantaged settings.
The Use of Grounded Theory to Investigate the Role of Teacher Education on STEM Teachers’ Career Paths in High-Need Schools
An inductive grounded theory approach was used to investigate the role of teacher education on the career paths of 38 Noyce scholarship recipients, most of whom were teaching in high-need schools. The emergent research design was guided by the initial research question: “What are Noyce scholars’ reasons for the decisions made on the career paths of becoming and remaining teachers in high-need schools?”
