Oregon Mathematics Leadership Institute Partnership

俄勒冈州立大学（OSU）与教师发展组织（TDG）、波特兰州立大学（PSU）、十个学区以及支持伙伴乔治福克斯大学和五个社区学院(俄勒冈中部、切梅凯塔、克拉克马斯、胡德山、（Umpqua）正在开发俄勒冈数学领导力研究所，以在所有核心合作伙伴K-20机构中创建可持续和生成的领导能力，为系统的数学改革提供支持，并实现以下目标：1)提高核心合作学校所有学生的数学成绩；2)缩小未被充分代表的学生群体的成绩差距；3)提供具有挑战性的数学课程，通过连贯的循证计划支持州和国家标准。为了实现这些目标，该项目正在深化参与数学教师的数学内容知识，提高数学教师和管理人员的实践，专业效能，承诺和留任。该伙伴关系正在培养一支数学教师领导骨干队伍，他们是一个更大的反思学习社区的一部分，该社区包括大学教师、研究生、社区学院教师、学校管理人员和其他数学教育专业人员。活动包括:1)为K-5数学专家和初中/高中数学教师提供一系列为期三周的暑期数学领导力寄宿学院，强调严谨和相关的数学内容、领导力发展和有效的教学法；2)协调在线和现场学年活动，建立一个全州K-20专业人士的学习社区；3)提供基础设施，以维持和再生这个专业社区，并传播其专业知识和资源。暑期学院的核心学术工作包括实质性的数学内容课程，使用强调反思性话语和合作解决问题的教学模式，这些都是具有挑战性的学校数学课程。这些数学课程是由高等教育学科教员与高级教师和地区领导共同开发的，并以数学科学会议委员会的教师准备建议为基础。数学课程每天都有关于领导技能发展、教育学最新研究、替代评估技术、循证评估和数学当前应用的研讨会/座谈会。学年活动（现场和在线）旨在促进学习社区中所有K-20合作伙伴之间的反思话语，合作研究和基于证据的评估工作。社区大学数学系的教师参与暑期学院和学年项目的组成部分，正在培养这些教师的领导能力，并促进在更多样化的大学生群体中招聘职前教师。暑期学院的职前教师的参与促进了与参与者的指导关系，并促进了未来在学校使用具有挑战性课程的实习安排。学校管理人员参与暑期学院的组成部分，为当地学校的团队建设提供了一个模式。

Oregon State University (OSU), in partnership with Teachers Development Group (TDG), Portland State University (PSU) and ten school districts and supporting partners George Fox University and five community colleges ( Central Oregon, Chemeketa, Clackamas, Mt. Hood, and Umpqua) is developing the Oregon Mathematics Leadership Institute to create a sustainable and generative leadership capacity within all core partner K-20 institutions to provide support for systemic mathematics reform and to meet the following goals: 1) increase mathematics achievement of all students in core partner schools; 2) close achievement gaps for underrepresented groups of students; 3) provide challenging mathematics coursework that support state and national standards through coherent evidence-based programs. To achieve these goals, the project is deepening participating mathematics teachers' mathematical content knowledge and enhancing both mathematics teachers' and administrators' practice, professional efficacy, commitment to, and retention in the profession.The Partnership is developing a cadre of teacher leaders in mathematics who are part of a larger reflective learning community that includes university faculty, graduate students, community college faculty, school administrators, and other mathematics education professionals. Activities include: 1) a series of three-week residential summer Mathematics Leadership Institutes for K-5 mathematics specialists and middle school/high school mathematics teachers emphasizing rigorous and relevant mathematics content, leadership development, and effective pedagogy, 2) the coordination of online and on-site academic year activities for building a statewide learning community of K-20 professionals, and 3) provision of an infrastructure for sustaining and regenerating this professional community and disseminating its expertise and resources. The core academic work in the summer institutes consists of substantive mathematical content courses using instructional models that emphasize the reflective discourse and collaborative problem solving embraced by challenging school mathematics curricula. These mathematics courses are developed by higher education disciplinary faculty working together with master teachers and district leaders and are based on the teacher preparation recommendations of the Conference Board of the Mathematical Sciences. Mathematics coursework is complemented by daily seminars/colloquia on leadership skill development, recent research in pedagogy, alternative assessment techniques, evidence-based evaluation, and current applications of mathematics. Academic year activities (both onsite and online) are intended to foster reflective discourse, collaborative research and evidence-based evaluation efforts among all K-20 partners in the learning community. The involvement of community college mathematics faculty in both the summer institute and academic year components of the project is building leadership capacity among these faculty and facilitating preservice teacher recruitment among more diverse populations of college students. Involvement of preservice teachers in the summer institutes is facilitating mentoring relationships with participants and future practicum placements in schools using challenging curricula. Involvement of school administrators in components of the summer institutes provides a model for local school team building.