Axe ’Em, Jacks!
Talented Teachers in Training for Texas is designed to increase STEM teaching capacity and study the development of a research-based model for strengthening the STEM teacher pipeline.
STEM Master Teacher Job Shadow
What is the T4 Job Shadow program?
Are you considering a career in teaching? Explore the opportunities within our T4 job shadow program! Get a firsthand look at life in the classroom by shadowing an experienced classroom teacher.
Each May, interested STEM college students are able to participate in a job shadow with Master STEM teachers from local school districts. Students selected for the T4 job shadow program receive a stipend of $450 per week and have the opportunity to participate in a variety of mentoring and recruiting activities.
- Observe and work with a specially trained master teacher in science or math for one week after college classes end, May 11 to 15, 2026.
- Attend an evening debrief session May 15, 2026 to review experiences and discuss teaching.
- Ideal for STEM majors who are considering a career teaching at the high school school level.
Applicant requirements
To be considered for the T4 job shadow program, students must meet the following requirements:
- Be a STEM major
- Have a GPA of 2.75 or higher
- Be a U.S. citizen
Applications for the T4 Master Teacher Job Shadow Program will open again in 2026.
T4 Scholarship
This scholarship opportunity awards $15,300 annually and requires a two-year commitment to teach in a high-needs high school for each scholarship year.
Becoming a T4 Scholar has its benefits:
- Mentoring and professional development support during last two years of school and first three years of teaching.
- Networking with professional teachers.
- Collaboration between students with common interests.
- Learn skills and gain resources from experts and professionals in STEM education.
To be considered for this scholarship, students must be a STEM major who:
- will have 60 credit hours with at least a 2.75 GPA by August 2025
- are willing to commit to teaching in a high-needs high school
- and intend to earn a teaching certification after graduation from SFA.
Applications for the T4 Scholarship will open again in 2026.
Published and to appear
Wagnon, A. E., Hubert, T. L., Hubbard, K. E. (2024). Community college and university collaboration for STEM teacher preparation. Journal of Applied Research in the Community College (31.2), 121-135.
Community College and University Collaboration for STEM Teacher Preparation
Wagnon, A. E., Church, B., Hubbard, K., & Singh, D. (2024). Purposeful Pairings: Roommate Selection Impact on STEM Majors. Journal of Student Success and Retention 9(1).
https://www.jossr.org/wp-content/uploads/2024/04/Purposeful-Pairing-Manuscript.pdf
Cross, C. J., Wagnon, A. E., & Hubbard, K. E. (2023, September). The Journey of a STEM Undergraduate to a Successful Rural Mathematics Educator and the Impact of the Robert Noyce Scholarship Program. The Texas Forum of Teacher Education (Vol. 14).
Wagnon, A.E., Cross, C.J., & Hubbard, K.E. (2023). Lived Experience of STEM Faculty Becoming Teacher Educators. The Texas Forum of Teacher Education, 13, 78-86.
Cross, C.J., Hubbard, K.E., Gravatt, D., Beverly, L. (2021, November). STEM major perceptions and persistence to teacher certification. Journal of STEM Teacher Education, Volume 56, Issue 2, Article 3.
Wagnon, A. E., Hubbard, K. E. (2021). The Importance of a Sustained Mentor Program in Preparing Math Educators. Journal of Mathematics Teacher Education in Texas, 11(1), 4-5.
Hubbard, K., Cross, C.J., Gravatt, D., Beverly, L., & Wagnon, A. (2021). Pre-Service Science Teacher Attrition: Critical experiences, relationships, and timing. TxEP: Texas Educator Preparation, 5, 61-75.
Wagnon, A., Hubbard, K., & Cross, C. (2020). The Impact of the Robert Noyce Mentoring Program on Increased Teaching Effectiveness among Teacher Candidates. Texas Forum of Teacher Education, 10, 51-60.
Kunz, J., Hubbard, K., Beverly, L., Cloyd, M., & Bancroft, A. (2020). What Motivates STEM Students to Want to Teach? Kappa Delta Pi Record, October – December 2020, 56(4), 154-159.
Cross, C.J., Hubbard, K.E., Beverly, L., Gravatt, D., & Aul, A. (2020). The influence of a mentoring network during educator preparation and beyond. Issues in Educational Research, 30(4), 1286-1309.
Hubbard, K., Beverly, L., Cross, C.J., Mitchell, J. (2019). Where did they go? Sustaining and growing interest in mathematics teaching. In Redmond-Sanogo, A. and Cribbs, J. (Eds.). Proceedings of the 46th Annual Meeting of the Research Council on Mathematics Learning. Charlotte, NC, 132-139.
Hubbard, K.E., Embry-Jenlink, K., & Beverly, L.L. (2015). A University Approach to Improving STEM Teacher Recruitment and Retention. Kappa Delta Pi Record, April 2019, 69-74.
Hubbard, K.E., Embry-Jenlink, K., & Beverly, L.L. (2013). Mentoring STEM Majors into a Career in Teaching. In Dominguez, N. and Gandert, Y. (Eds.). 6th Annual Mentoring Conference Proceedings: Facilitating Developmental Relationships for Success. Albuquerque, NM: University of New Mexico, 1712-1718.
Hubbard, K.E., Embry-Jenlink, K., & Beverly, L.L. (2013). Attracting STEM Majors into a Career in Teaching. The Texas Forum of Teacher Education 3, 36-46.
In preparation and under review
Cross, C.J., Hubbard, K.E., Wagnon, A., & Beverly, L. (In Revision). The impact of individualized support for a rural STEM teacher in an educator preparation program.
Gerhold, M., Hubbard, K., Cross, C., & Wagnon, A. (Under Review) Educator Preparation Program Gatekeeping Data as Predictors of Persistence and Retention.
Church, B., Hubbard, K., & Wagnon, A.E. (under review). Realistic Job Previews and STEM Teacher Recruitment: Exploring STEM Majors’ Perceptions and Participation Patterns. Submitted to Issues in Teacher Education on April 8, 2025.
Cross, C., Hubbard, K., Long, J., Wagnon, A.E., & Church, B. (under review). A conceptual framework for balancing strengths and challenges within rural STEM pre-service education. New Directions in Teaching. Submitted August 19, 2024, revision submitted 1/21/25 (order from dec 10, 2024). Revised and resubmitted January 21, 2025.
Cross, C., Wagnon, A., & Hubbard, K. (in preparation). Effective Bilingual Mathematics Instruction For Emergent Bilinguals in a Rural School. Initial data and interviews are from May 2021. Intended submission in May 2025.
Hubbard, K., Gerhold, M., Cross, C., & Wagnon, A. (under review). Predictors of Retention in STEM Teaching Scholarship and Incentive Programs. Submitted to Journal of STEM Teacher Education on July 19, 2022. Rejected August 14, 2022. Submitted to Teaching and Teacher Education on August 19, 2022. Rejected Nov 28, 2022. Submitted to Planning and Change on June 1, 2023. Rejected June 2024. Submitting to Action in Teacher Education Journal on July 5, 2024 under the title “Educator Preparation Program Gatekeeping Data as Predictors of Persistence and Retention”. (wrote editor and heard back on 1/8/25 that review should be wrapped up within 11 days). Reject and resubmit on Feb 2. Resubmitted to Action in Teacher Education Journal on April 24, 2025.
Contact T4 Program faculty
Dr. Brian Church
Assistant Professor, Mathematics & Statistics
brian.church@sfasu.edu
936-468-1582
Dr. Chrissy Cross
Associate Professor, Education Studies
crossc1@sfasu.edu
936.468.2904
Dr. Keith Hubbard
Professor, Mathematics and Statistics
hubbardke@sfasu.edu
936.468.1533
Dr. Tarcia Hubert
Associate Professor, Mathematics, Lone Star College
Tarcia.L.Hubert@lonestar.edu
281.810.5631
Dr. Jane Long
Professor, Mathematics & Statistics and Director of JacksTeach
longjh@sfasu.edu
936.468.3960
Dr. Amber Wagnon
Assistant Professor, Education Studies
aewagnon@sfasu.edu
936.468.5496
This material is based upon work supported by the National Science Foundation under Grant Nos. 1136416, 1556983, 1557295, and 2050397. Any opinions, findings, conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.