Preparing, Inspiring and Connecting Students to College and Opportunity: Increasing the Quality and Intensity of Professional Development for Mathematics Teachers

美国大学理事会与LessonLab，Inc.和几个城市学区，寻求国家科学基金会资助一个为期三年的项目，以开发，试点和评估的有效性和可扩展性的混合离线/在线专业发展计划的数学教师6-12年级。 这个密集的PD计划将为教师提供必要的内容知识和教学技能，为服务不足的学生提供高质量的数学教学，以便更大比例的低收入和少数民族学生可以注册并成功地学习高级数学课程，包括AP微积分和AP统计。拟议的项目是正在开发的综合数学系统的第三个组成部分。在通用电气基金的支持下，大学理事会开发了系统的前两个组成部分：6-12年级的教学材料（在提交提案时处于试验阶段）和嵌入式诊断评估（在提交提案时正在开发中）。 提高高年级中得不到充分服务的少数民族学生的比例需要长期的承诺。 但是，为了提高教师的内容知识和教学技能，改变课堂实践，需要以可持续和可扩展的方式提供密集的高质量PD。 这是本项目直接应对的挑战。

The College Board, in partnership with LessonLab, Inc. and several urban school districts, seeks NSF funding for a three-year project to develop, pilot and evaluate the effectiveness and scalability of a blended offline/online professional development program for mathematics teachers of grades 6-12. This intensive PD program will provide teachers with the content knowledge and pedagogical skills necessary to deliver quality mathematics instruction to underserved students, so that a larger percentage of low-income and minority students may enroll and succeed in advanced-level mathematics courses, including AP Calculus and AP Statistics.The proposed project is the third component of a comprehensive mathematics system under development. Support from the GE Fund has enabled the College Board to develop the first two system components: the instructional materials for grades 6-12 (in the pilot phase at the time of proposal submission), and the embedded diagnostic assessments (under development at the time of proposal submission). Increasing the percentage of underserved minority students in upper-level classes requires a long-term commitment. But, for teachers' content knowledge and instructional skills to improve and classroom practices to change, intensive high-quality PD needs to be provided in a sustainable and scalable way. That is the challenge to which this project responds directly.