Science and mathematics teachers graduating from the University of Georgia are entering their classrooms with a new support system to help them better serve their students, communities, and future careers.
At the center of that effort is the Mary Frances Early College of Education’s GROUP GEMS project, an initiative that provides scholarships to 34 secondary STEM educators who will go on to teach in high-need schools.
“For students who receive this scholarship, there’s a focus on working successfully in high-need schools,” said Julie Luft, Athletic Association Professor of Science Education and Distinguished Research Professor, who is leading the project. “Noyce scholars have their early teaching experiences in schools with teachers who have embraced Georgia’s standards. This experience ensures the scholars are well-started as teachers in their early years.”
The project, funded by the National Science Foundation’s Robert Noyce Scholarship program, focuses on recruiting, preparing, and supporting secondary teachers with backgrounds in biology, chemistry, physics, mathematics, and more.
School districts across northeast Georgia, including Clarke County, serve as key learning sites for scholars. Along with gaining hands-on teaching experience, scholars are also directly connected to a person of support to strengthen their instructional knowledge.
“What motivated me to pursue teaching through the GEMS Noyce program was its focus on equity in STEM education and its commitment to supporting teachers in high-need schools,” said Lainey Klein, a master’s student in education. “My own experiences as a student, particularly feeling isolated at times in traditional learning environments, shaped my belief that classrooms should be inclusive, engaging, and supportive for all learners.”
For master’s student Ava Kitchens, GROUP GEMS allows her to collaborate with STEM teachers on designing lessons that encourage critical thinking, data interpretation, and problem solving in students with diverse backgrounds.
“I truly believe every student has the potential to succeed, but not all of them have access to the same opportunities or support,” she said. “I want to be someone who helps guide students, especially those who may need extra encouragement. That is what draws me to teach in Title I schools.”
A major focus of GROUP GEMS, which is currently in its last year, is helping teachers strengthen their practice through collaboration across disciplines.
For example, Klein incorporates literacy strategies into her science teaching, using tools like claim-evidence-reasoning writing to deepen students’ understanding.
Similarly, Kitchens connects science and math concepts in her lessons after seeing how students benefit from making those links.
“One student even mentioned how ‘easy’ the science portion felt because they were able to apply what they had already learned in their math class,” she said. “These connections help students understand that subjects like science and math are not isolated but instead work together to help explain the world around them.”
In the upcoming year, the project will establish a hybrid induction program to support teachers as they enter the classroom, providing mentorship, professional development, and opportunities for collaboration with other educators.
According to Luft, a strong support system is essential for long-term success of new educators.
“Teachers do better and stay when they work in good schools and a good system, and they feel valued,” she said. “We are cultivating ways to think about working productively in diverse school settings, as well as providing supplemental supports for when they were in their first years in the field.”
Noyce scholars also have opportunities to connect through professional organizations, conferences, and shared learning experiences, building relationships that extend beyond the program. These networks provide both support and a sense of belonging—two factors that can significantly impact a teacher’s early years.
Looking ahead, Luft plans to apply the strengths of GROUP GEMS into her next initiative, a five-year National STEM Teacher Corps Pilot Program called GA-ESTEEM.
This project will expand efforts to support science teachers across the state by strengthening partnerships among regional education service agencies and higher education institutions. Through GA-ESTEEM, these partners will form regional hubs to recruit and support a cohort of teacher leaders, build the capacity of newly hired educators, and provide leadership and advocacy opportunities.
The goal is to continue supporting and building community among educators, so future teachers feel confident and effective when stepping into the classroom.
“My experience has reinforced my commitment to teaching in high-needs schools and continuing to grow as an educator,” said William Jewel, a Noyce scholar and master’s student. “Long-term, I hope to not only become a more effective teacher, but also to take on leadership roles where I can support other educators, whether through mentoring, curriculum development, or contributing to school-wide initiatives.”