This five-year grant, which seeks to increase the number and quality of mathematics teachers (PK-12) committed to working in high-needs schools, has benefits for incoming students, current students and recent graduates who are now beginning their teaching careers.
A Powerful Combination of Mentors and Resources
Among the program’s benefits is a unique mentoring opportunity called “communities of practice”. This resource is designed to provide support and guidance to all education students from their first year of college through their first years as a teacher. This benefit is available during all four years at Stonehill to ALL mathematics majors as well as ALL education students.
Noyce funding will also create more opportunities for students to apply for paid research internships with Stonehill faculty and for additional field experiences at our partner school districts. More than 80% of the funds go directly to students, with exemplary students able to apply for $25,000 scholarships in their junior and senior years.
Communities of Practice
Mathematical communities of practice provide aspiring and new mathematics teachers (PK-12) with ongoing mentoring from Mathematics and Education faculty, as well as monthly events featuring master teachers and experts in the field of mathematics education, particularly in diverse settings.
Collaboration that fosters professional and personal growth
Communities of practice bring together individuals linked by the common purpose of being engaged in mathematics teaching in pre-kindergarten through grade 12. Through sharing information and experiences, community of practice members receive mentoring from content and pedagogy experts while learning from each other.
Participation in a community of practice will:
- Assist members in cultivating their sense of vocation, helping each to appreciate that being a teacher is part of who you are rather than just a job that you do.
- Help members identify as a “teacher of math”
- Support members in thinking beyond the classroom. Effective teachers understand their students, families and communities.
- Provide members with the tools necessary to become self-sustaining in the field.
Pre-service teacher benefits of membership in a community of practice:
- Monthly Noyce community of practice events.
- Mentoring from mathematics and pedagogy experts.
- Field experiences through participation in paid school-based enrichment programs in our partner school districts – working alongside master teachers and school administrators.
- Summer research opportunities working alongside Stonehill faculty.
- Opportunity for exemplary candidates majoring in mathematics to apply for $25,000 Noyce Scholarships as early as their junior year. Each will be awarded to top licensure candidates in the mathematics discipline.
- Noyce Scholarship recipients receive membership in the National Council of Teachers of Mathematics (NCTM), and financial support to attend the NCTM annual conference and/or Noyce conferences.
Following their four years at Stonehill, community of practice members will be able to remain engaged in a mathematical community of practice. These novice in-service teacher benefits include:
- Ongoing support from mathematics and pedagogy mentors.
- Continued access to the Noyce Speaker Series and other regularly scheduled professional, social and networking opportunities.
- Sustained communication with ‘community of practice’ members who have gone on to careers in mathematics education PK through grade 12 to share of experiences, teaching practices, challenges, and successes.
- The opportunity to see, hear and practice the kind of professional communications needed for sustained growth in content and pedagogy.
A hallmark of a true community of practice is one in which all members experience growth that enhances their practice. Benefits for experienced in-service teachers and mentors include:
- Sustained involvement with ‘community of practice’ members thus keeping current on innovation and current practice in multiple areas of their field.
- An environment to nurture continued reflection and growth in personal practice.