MAT Impact Fellows: A Noyce Scholarship Program for Developing Teachers and Emerging Teacher Leaders in Science and Mathematics
Location
Preston 1
Session Format
Presentation
Abstract
The persistent shortage of highly qualified STEM (science, technology, engineering, and mathematics) teachers in high-needs school districts remains a pressing concern for the U.S. education system (National Science Board, 2022). This shortage is particularly acute in high schools serving historically marginalized populations, where access to experienced and content-knowledgeable teachers can significantly influence student achievement and career trajectories in STEM fields (Ingersoll et al., 2014; Sutcher, Darling-Hammond, & Carver-Thomas, 2016).
This study explores a Track 2 Noyce Teaching Fellowship project designed to recruit, prepare, and retain post-baccalaureate STEM professionals as master teachers in high-needs high schools in Georgia. The initiative aims to create a sustainable pipeline of skilled STEM educators by fast-tracking selected Fellows through a one-year Master of Arts in Teaching (MAT) program that emphasizes advanced STEM content knowledge, inquiry-based pedagogy, and intensive classroom-based clinical experiences. Unlike traditional preparation programs, this model incorporates robust induction support and ongoing leadership development, positioning these teachers not only as effective practitioners but also as future instructional leaders and agents of change within their schools and districts (Berry, Byrd, & Wieder, 2013; Darling-Hammond, 2017).
Keywords
STEM Education
Professional Bio
Dr. Cliff Chestnutt is an Associate Professor in the Department of Early Childhood through Secondary Education and Reading. Prior to pursuing his Ph.D., Dr. Chestnutt was a K-8 teacher and Math coach. Dr. Chestnutt's current teaching and research projects focus on High Leverage Teaching Practices, Culturally Responsive Mathematics, and Equity in Mathematics.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Chestnutt, Cliff, "MAT Impact Fellows: A Noyce Scholarship Program for Developing Teachers and Emerging Teacher Leaders in Science and Mathematics" (2026). Georgia Educational Research Association Conference. 4.
https://digitalcommons.georgiasouthern.edu/gera/2026/2026/4
MAT Impact Fellows: A Noyce Scholarship Program for Developing Teachers and Emerging Teacher Leaders in Science and Mathematics
Preston 1
The persistent shortage of highly qualified STEM (science, technology, engineering, and mathematics) teachers in high-needs school districts remains a pressing concern for the U.S. education system (National Science Board, 2022). This shortage is particularly acute in high schools serving historically marginalized populations, where access to experienced and content-knowledgeable teachers can significantly influence student achievement and career trajectories in STEM fields (Ingersoll et al., 2014; Sutcher, Darling-Hammond, & Carver-Thomas, 2016).
This study explores a Track 2 Noyce Teaching Fellowship project designed to recruit, prepare, and retain post-baccalaureate STEM professionals as master teachers in high-needs high schools in Georgia. The initiative aims to create a sustainable pipeline of skilled STEM educators by fast-tracking selected Fellows through a one-year Master of Arts in Teaching (MAT) program that emphasizes advanced STEM content knowledge, inquiry-based pedagogy, and intensive classroom-based clinical experiences. Unlike traditional preparation programs, this model incorporates robust induction support and ongoing leadership development, positioning these teachers not only as effective practitioners but also as future instructional leaders and agents of change within their schools and districts (Berry, Byrd, & Wieder, 2013; Darling-Hammond, 2017).
