Chicago Transformation Teacher Institutes

芝加哥转型教师学院（CTTI）涉及五所高等教育机构（伊利诺伊大学芝加哥分校、德保罗大学、伊利诺伊理工学院、洛约拉大学芝加哥分校和西北大学）和芝加哥公立学校（CPS）。 CTTI通过支持该地区的高中转型项目（HSTP），扩大学校与大学的合作伙伴关系，为CPS高中提供数学和科学领导力发展。 该项目将在20所高中培养数学和科学教师领导团队，这些团队是根据申请程序挑选的，以确定入学准备和行政支持。该项目在学校内的主要成果将是教师主导的工作，在严格的12年级顶点和AP课程的选择，完善和实施。此外，教师领导将有新的能力，以协调跨年级9-10-11课程。CTTI是从一个以理论为重点和以研究为基础的学校变革逻辑模型组织起来的，其基础是学校实施和维持变革的能力需要具体的投入，包括CTTI将向教师提供的教师内容知识和领导技能。该模型描述了学校能力如何通过校内合作、教师反思和教学发展等维度直接影响教师实践和学生成果。来自大学的教师将向CPS教师学习如何从学校招募、留住和支持学生。CTTI教师计划通过三种不同的经验来培养领导者：（1）招聘和启动教师队伍;（2）跨学科内容和教育研究课程;（3）将内容知识与改革课程和学校领导联系起来的研讨会。这些将提供给80名数学和80名科学教师超过四个CTTI队列，产生强大的教师领导团队在20所学校。教师在三个轨道之一：数学（80名教师），物理科学（40名教师），或生命和环境科学（40名教师）。CTTI特别关注教师内容知识，并将这些知识应用于教学和学校领导，这一点通过与多所处于STEM研究前沿的大学建立联系而得到加强，这将反映在CTTI课程的内容中。该项目建立在将项目活动与教师和学生成果联系起来的逻辑模型之上。该研究计划将与其他地区和大学为基础的学校改革研究相协调，利用CPS，HSTP和教室中已有的广泛数据。对CTTI的单独评估将包括教师变化的观察以及与作为HSTP一部分的大型评估和问责制措施的具体联系。该奖项根据2009年美国复苏和再投资法案（公法111-5）资助。

The Chicago Transformation Teacher Institutes (CTTI)involves five institutions of higher education (University of Illinois at Chicago, DePaul University, Illinois Institutes of Technology, Loyola University Chicago, and Northwestern University) and the Chicago Public Schools (CPS). CTTI provides mathematics and science leadership development for the CPS High Schools through support of the district's High School Transformation Project (HSTP) by expanding the school-university partnership. This project will develop teams of mathematics and science teacher-leaders in twenty high schools, chosen on the basis of an application procedure to determine school readiness and administrative support. The key outcome of the project within schools will be teacher-led work in the selection, refinement, and implementation of rigorous 12th-grade capstone and AP curricula. In addition, teacher leaders will have new competencies to coordinate curricula across grades 9-10-11. The CTTI is organized from a theoretically-focused and research-based logic model of school change, based on the idea that school capacity to carry out and sustain change requires specific inputs, including the teacher content knowledge and leadership skills that CTTI will provide to the teachers. This model describes how school capacity, with its dimensions of in-school collaboration, teacher reflection, and instructional development, directly affect both teacher practice and student outcomes. The faculty from the Universities will learn from the CPS teachers how to recruit, retain and support students from the schools. The CTTI teacher program develops leaders through three different experiences: (1) recruitment and initiation of cohorts of teachers; (2) courses in interdisciplinary content and educational research (3) workshops on linking content knowledge to reform curricula and school leadership. These will be given to 80 math and 80 science teachers over four CTTI cohorts, producing robust teacher-leaders teams in 20 schools. Teachers are in one of three tracks: mathematics (80 teachers), physical science (40 teachers), or life and environmental science (40 teachers). The CTTI's specific focus on teacher content knowledge and the application of that knowledge to teaching and school leadership is enhanced by its connection to multiple universities that are themselves at the forefront of STEM research, as will be reflected in the content of the CTTI courses.The project builds on a logic model that links program activities with teacher and student outcomes. The research program will coordinate with other district- and university-based studies of school reform, making use of extensive data already available in CPS, the HSTP, and the classrooms. A separate evaluation of the CTTI will include observations of teacher change and specific links to large assessment and accountability measures already in place as part of the HSTP.This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5).