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
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 9 to 13.
- Attend an evening debrief session May 13 to review experiences and discuss teaching.
- Ideal for STEM majors who are considering a career teaching at the high school school level.
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
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 2022
- are willing to commit to teaching in a high-needs high school
- and intend to earn a teaching certification after graduation from SFA.
JacksTeach - Step 1
Whether you are interested in STEM teaching or unsure if it's the career choice for you, Step 1 (JTCH 1101) is a one-hour course through which you can try out teaching in a supportive environment. You will:
- become part of a STEM learning community
- gain valuable experience inside actual classrooms
- learn from master teachers
- improve your leadership skills and resume
- inspire young minds
- and earn a course completion scholarship.
Step 1 is open to all STEM majors and allows you to explore teaching without the stress of quizzes, exams or long-term commitment.
If you are undecided but curious about teaching, give Step 1 a try!
Still unsure if the program is right for you? We have a growing list of video testimonials from Lumberjack alumni. Take a moment and listen to their stories.
Published and to appear
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. Texas Forum of Teacher Education 3, 36-46.
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., 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.
Kunz, J., Hubbard, K., & Beverly. (2020, October). What Motivates STEM Students to Want to Teach? Kappa Delta Pi Record.
Wagnon, A.E. & Hubbard, K. (To Appear). The Impact of the Robert Noyce Mentoring Program on Increased Teaching Effectiveness among Teacher Candidates. Accepted to Texas Forum of Teacher Education.
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.
In preparation and under review
Cross, C.J., Hubbard, K.E., Gravatt, D., & Beverly, L. (Under Review). Perception and Persistence: A study of undergraduate STEM majors’ perceptions of STEM teaching and persistence to STEM teacher certification.
Cross, C.J., Hubbard, K.E., Gravatt, D., & Beverly, L. (In Revision). The metamorphosis of a STEM undergraduate into STEM teacher: A qualitative case study of the Noyce scholarship program’s influence.
Gravatt, D.A., Hubbard, K.E., Cross, C.J., & Beverly, L.L. (In Revision). University and Community College Partnership in Recruiting STEM Teachers: Progress and Missteps.
Hubbard, K., Cross, C.J., Gravatt, D., & Beverly, L. (Under Review). Pre-Service Science Teacher Attrition: Critical experiences, relationships, and timing.
Wagnon, A.E., Hubbard, K., & Cross, C. (Under Review). The Importance of a Sustained Mentor Program in Preparing Math Educators.
Contact T4 Program faculty
Dr. Tarcia Hubert
Associate Professor, Mathematics, Lone Star College
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.