Institute for Advanced Study/Park City Mathematics Institute

高等研究院/帕克城数学研究所

• 批准号: 0314808
• 负责人: Phillip Griffiths
• 金额: $ 550.38万
• 依托单位: Institute For Advanced Study
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-09-01 至 2013-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0314808&HistoricalAwards=false
• 关键词: Institute; Advanced; Study; Park; City

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.

IAS/帕克城数学研究所 (PCMI) 拥有 12 年培养高中教师领导者改善自身实践并为同龄人实施专业发展的历史，目前正在试行将其自身专业发展转移到全国三个不同学区（俄亥俄州辛辛那提）的转移机制；德克萨斯州麦卡伦；和华盛顿州西雅图。 PCMI 传统上与高中教师打交道。 该提案扩大了中学教师的参与范围。 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合作伙伴关系。 各学区确定 4-6 所中学和中学作为初步参与对象，指定学校的所有数学教师都将在三年内参与其中。 该三年计划包括通过参加至少两次 PCMI 夏季课程来建立一支教师领导干部队伍。 PCMI 与每个地区的大学数学系合作，为数学教师提供本地资源，支持专业发展模式的实施。 学区数学主管与教师领导协调，设计和实施当地专业发展计划，以满足选定学校的同行数学教师的需求。 各学区根据国家标准和当地教育环境，设计直接满足本学区教师和学生需求的专业发展模式。评估决定了伙伴关系、教师领导者的形成、转学模式和学区领导团队的有效性。