Institute for Advanced Study/Park City Mathematics Institute

IAS/帕克城数学研究所（PCMI），有12年的历史，准备高中教师领导人，以提高自己的实践和实施专业发展，为他们的同龄人试点的转移机制，其自身的专业发展，三个不同的学区在全国辛辛那提，OH;麦卡伦，得克萨斯州;和西雅图，华盛顿州。 PCMI传统上处理高中教师。 这项建议扩大了参与范围，将中学教师包括在内。 代表不同学生群体的三个学区与当地高等教育机构建立了伙伴关系。 各区确定4-6所中学和初中作为初步参与对象，指定学校的所有数学教师在三年内都要参与。 该三年计划包括通过参加至少两次PCMI夏季会议来建立教师领导干部队伍。 PCMI与每个地区的大学数学系合作，为数学教师提供当地资源，支持实施专业发展模式。 地区数学督导员与教师领导协调，设计和实施当地的专业发展计划，以满足选定学校的数学教师同行的需求。 学区根据州标准和当地教育环境设计一种专业发展模式，直接满足自己教师和学生的需求。评估决定了伙伴关系、教师领导形成、转移模式和地区领导团队的有效性。

The IAS/Park City Mathematics Institute (PCMI), with a 12-year history of preparing high-school teacher leaders to improve their own practice and implement professional development for their peers pilots a transfer mechanism of its own professional development to three diverse school districts across the nation Cincinnati, OH; McAllen, TX; and Seattle, WA. PCMI traditionally deals with high school teachers. This proposal broadens participation by including middle school teachers. Three school districts representing diverse student populations form partnerships with local institutes of higher education. Districts identify 4-6 secondary and middle schools for initial participation and all teachers of mathematics in the designated schools become involved over the course of three years. The three-year plan includes building a cadre of teacher leaders by their participation in at least two PCMI summer sessions. PCMI partners with a university mathematics department in each district to provide local resources to the mathematics teachers supporting implementation of the professional development model. District mathematics supervisors coordinate with teacher leaders to design and implement local professional development programs that meet the needs of peer mathematics teachers in selected schools. Districts design a professional development model that directly addresses the needs of its own teachers and students based upon state standards and local education environments. Evaluation determines the effectiveness of partnerships, teacher-leader formation, transfer model, and district leadership teams.