Math and Science Partnership in New York City (MSPinNYC)

纽约市学校系统的数学和科学中等教育面临一些严重的问题：(1)缺乏数学和科学教师，特别是在以贫困为特点的学校里缺乏有经验的教师，以及学生在数学和科学方面历来占的比例较低；(2)教师的保留率极低；(3)参加8年级数学考试和毕业所需的州数学和科学理事会考试的学生的不及格率很高；(4)高中毕业生对大学水平的工作缺乏准备；(5)学校之间、(一些)大学校区之间、以及科学、数学和教育系之间的分裂和交流。为了解决这些问题，MSPinNYC将使用微观/宏观方法在地方一级和整个系统范围内进行改革。在地方一级，将创建12所中心学校。每所中心学校都将成为教师培训的临床场所，并在数学和科学教育方面成为卓越的典范。中心学校将由大学教职员工和中学教师团队以一种新的专业发展模式密切合作，在学校内部创造文化，作为一种合作企业和研究驱动的课堂实践投资于教学。由教职员工和教师组成的合作教学团队将在夏季与未能通过Regents考试的高中生一起工作。这些团队将在整个学年继续合作开发课程和合作研究课堂学习。教育学院将改变，包括更多的合作教学实践和更多地依赖教学的奖学金。将为招聘有才华的数学和理科本科生进入教师职业生涯创造新的渠道。为了创建全系统的改革，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，以及一个将公立学校和大学层面的领导层聚集在一起的“就业类似”结构。将提出和解决重要的政策问题，并从学术和地方两个角度提供信息。MSPinNYC微观/宏观战略为在大型和复杂系统中进行系统性改革提供了一个新的模式。

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.