JMU Noyce Scholarship Program
A Peek Behind the Curtain
College of Education
SUMMARY: The Robert Noyce Scholarship Program is funded by the National Science Foundation and “seeks to encourage talented science, technology, engineering, and mathematics (STEM) majors and professionals to become K-12 mathematics and science (including engineering and computer science) teachers." JMU was awarded a 5-year, $1,200,000 Track-1 Noyce scholarship grant in September of 2018. The specific goals of our program include supporting student development as science and mathematics pre-service secondary teachers, identifying the most promising candidates as Noyce Scholars, and supporting Noyce Scholars as new teachers so that they become outstanding educators.
Unsurprisingly, "a successful first day of school can literally set the stage for a successful school year" (Brooks, 1985, p. 77). Well-started (i.e., exemplary) beginning teachers and experienced teachers know that some activities are better suited for this than others. Specifically, teachers who set their students and themselves up for success from the very start of the school year develop and implement first-day plans focused on establishing the cooperative learning community and environment and setting forth what is expected of students in this community/environment (Brooks, 1985; Wong & Wong, 2018). Yet, despite the crucial importance of the first days of school, most beginning teachers have only experienced these days as a student; that is, they do not often have opportunities to see or experience the first days of school from the vantage point of a teacher.
|
"Building up a positive classroom culture starts on day one, but that doesn't mean that you ever finish developing that. Maintaining positive relationships and positive expectations occurs constantly throughout the semester." --past August Experience participant |
To address this, the JMU Noyce Scholarship Program engages scholars in August Experience during the fall semester of the final year in their teacher education program (e.g., before senior year for those in the undergraduate-only program; before the MAT year for those in the dual degree or post-baccalaureate programs). During August Experience, scholars are placed with science and mathematics teachers at the local high school to observe and assist with the last teacher workday and the first day of school. Observations and activities on Day 1 of August Experience center on the scholars introducing themselves to their host teachers and learning more about host teachers' educational backgrounds and teaching philosophies, as well as helping host teachers to prepare for students' arrival on the first day of school (e.g., making copies, putting up bulletin boards, arranging desks, etc.). Day 2 of August Experience focuses on scholars seeing how their host teachers welcome students to the classroom, begin to build community, and set expectations.
|
"I loved getting to experience the first day through a teacher's perspective. I was able to observe four different classes (three different teachers) and was engaged throughout the entire experience. This was definitely a valuable experience that made me feel much more prepared to take on a classroom of my own." --past August Experience participant |
The underlying point of August Experience is to offer a time and space for scholars to consider how they will set up a welcoming and responsive classroom focused on fostering success for each student. This necessitates questioning and reflecting on their in-school discussions and observations. Therefore, August Experience also includes four meetings of our small learning community across the two days: (1) Before school on Day 1 of August Experience, scholars and two members of the Noyce leadership team (both former high school science teachers) meet to discuss what scholars anticipate preparations for the first day of school to be. (2) After school on Day 1, we meet to unpack how their observations aligned with and diverged from their expectations. (3) Before school on Day 2, we meet to discuss what scholars are most looking forward to seeing on the first day of classes. This can be based on their personal experiences as students or on their observations and discussions from the previous day. (4) After school on Day 2, we meet once more to reflect on what they saw and experienced that they would like to carry forward into their practicum, student teaching, and their own classroom as first-year teachers.
August Experience first started as part of the JMU Noyce Scholarship Program in 2019. Due to the pandemic, we took a hiatus from this experience in 2020 but have been able to restore this learning opportunity over the past two years. Seven Noyce Scholars participated in August Experience at Harrisonburg High School this year.
This material is based upon work supported by the National Science Foundation under Grant No. 1758433. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the National Science Foundation.
About the JMU Noyce Scholarship Program:
|
"Witnessing the stress and excitement of the first day from a fresh perspective was very eye-opening." --past August Experience participant |
The Robert Noyce Scholarship Program is funded by the National Science Foundation and "seeks to encourage talented science, technology, engineering, and mathematics (STEM) majors and professionals to become K-12 mathematics and science (including engineering and computer science) teachers." JMU was awarded a 5-year, $1,200,000 Track-1 Noyce scholarship grant in September of 2018. The specific goals of our program include supporting student development as science and mathematics pre-service secondary teachers, identifying the most promising candidates as Noyce Scholars, and supporting Noyce Scholars as new teachers so that they become outstanding educators.
References:
Brooks, D. M. (1985). The first day of school. Educational Leadership, 42(8), 76-78.
Wong, H. K., & Wong, R. T. (2018). The first days of school: How to be an effective teacher. Harry K. Wong Publications, Inc.
