Math and Science Partnership in New York City (MSPinNYC)

纽约市中学系统的数学和科学教育面临着一些严重的问题：(1)缺乏数学和科学教师，特别是在贫困学校和历史上数学和科学代表性不足的学生中经验丰富的教师；(2)教师离职率极低；(3)参加八年级数学考试和毕业要求的国家数学和科学评议考试的学生不及格率高；(4)高中毕业生对大学水平的工作准备不足；(5)学校之间、（一些）大学校园之间、科学、数学和教育学院之间的分裂和沟通不周。为了解决这些问题，MSPinNYC将在地方一级和全系统范围内采用微观/宏观方法进行改革的战略。在地方一级，将建立12所中心学校。每个中心学校都将成为教师培训的临床基地，以及数学和科学教育的卓越典范。中心学校将由大学教师和中学教师组成的团队共同开发，以一种新的专业发展模式密切合作，在学校内部创造文化，将教学投入到合作企业和研究驱动的课堂实践中。由教师和教师组成的合作教学团队将在夏季与未通过评议考试的高中生一起工作。这些团队将在整个学年中继续进行合作课程开发和课堂学习的合作研究。教育学院将进行改革，包括更多的合作教学实践，并更多地依赖学术教学。将为招收有才华的数学和科学本科生从事教学工作开辟新的渠道。为了在整个系统范围内进行改革，MSPinNYC宏观方法将包括一个由全州政策制定者组成的咨询委员会，一个由数学和科学教育领域的知名学者组成的委员会，以及一个“类似工作”的结构，将公立学校和大学的领导层聚集在一起。重要的政策问题将由学术和地方观点提出和解决。MSPinNYC微观/宏观战略为应对大型复杂系统的系统性改革提供了一种新模式。

Mathematics and science secondary education in the NYC school system is confronted with a number of serious problems: (1) shortages of mathematics and science teachers, especially experienced teachers in schools characterized by poverty and by students historically underrepresented in mathematics and science; (2) extremely low retention rates among teachers; (3) high failure rates among students who take the 8th grade mathematics exam and required-for-graduation state mathematics and science Regents examinations; (4) lack of preparedness of high school graduates for college level work; and (5) schisms and poor communication between schools, between (some) university campuses, and between science, mathematics and education faculties. To address these problems, the MSPinNYC will use the strategy of a Micro/Macro approach for reform at both the local level and system wide. At the local level, twelve hub schools will be created. Each hub school will be a clinical site for teacher training, and an exemplar for excellence in mathematics and science education. The hub schools will be developed by teams of college faculty and secondary teachers working closely together in a novel model for professional development to create cultures within the schools invested in teaching as a collaborative enterprise and research-driven classroom practices. Collaborative teaching teams of faculty and teachers will work during the summer with high school students who have failed a Regents exam. These teams will continue through the school year with collaborative lesson development and collaborative research on classroom learning. Schools of Education will be changed to include more collaborative teaching practice and a greater reliance on the scholarship of teaching. New pipelines for recruiting talented mathematics and science undergraduates into a career of teaching will be created. To create reform system wide, the MSPinNYC Macro approach will include an Advisory Board of statewide policy makers, a Council of eminent scholars in mathematics and science education, and a 'jobs-alike' structure to bring together the leadership at the public school and college levels. Important questions of policy will be raised and addressed, informed by both the scholarly and the local perspectives. The MSPinNYC Micro/Macro strategy provides a new model to approach systemic reform in large and complex systems.