Louisiana Math and Science Teacher Institute

路易斯安那数学与科学教师学院(LA-MSTI)是一个合作伙伴关系，包括路易斯安那州立大学和农机学院(LSU)作为牵头机构，东巴吞鲁日教区学校系统和伊伯维尔教区学校系统作为核心合作伙伴，路易斯安那州教育部和巴吞鲁日地区的许多其他学区作为支持合作伙伴。它基于一种新的、具有挑战性的、以内容为中心的新课程，为7-12年级培养科学和数学教师领袖。该伙伴关系还为这些教师领袖创造了新的工作类别和职业道路，他们与老师同事以及地方和州教育领袖一起工作，以改善学生的学习。96名教师领袖作为NSF研究员得到该伙伴关系的支持。奖学金获得者是经验丰富的数学和科学教师，由雇用他们的地区赞助。赞助需要在指导、指导或其他能力方面承担重大责任的新工作分配，这些能力利用在MNS中发展起来的学科内容知识、教学内容知识和领导技能。赞助模式为地区与大学的合作提供了一种创新的模式，从而加强了教师职业，提高了学生的成绩。它允许两个组织--学区和大学--以互补的方式集中各自的能力，尊重机构的传统角色，避免权力重叠，同时促进两者的积极变化。学术计划包括30个学期的研究生学分和硕士论文。该项目为期26个月，要求在连续三个暑期中的每一年进行六周的课程学习。在其间的两个学年中，双方保持着频繁的联系，但计划避免干扰教学职责。应聘者参加的队伍是促进联合执政的，他们发展了一个真正的专业社区。这篇论文包括中学数学和/或科学教育方面的学术研究，并可在这些领域的学术期刊上发表。该计划培养能够教授预修课程、国际文凭课程和双招生课程的教师领袖，以及导致这些课程的课程，以向所有学生提供具有挑战性的课程和课程。它还使教师领导能够帮助其他教师提供这些课程，并扩大所有学生的机会和机会。领导力部分包括一个为期3学分的研究生级别的领导力研讨会，学年跟进的重点是指导、学校改进和数据管理。该项目的研究部分涉及路易斯安那州立大学心理学系的教职员工，他们调查以下问题：1)专家绩效和刻意实践的心理学理论如何有助于概念化有效的数学和科学教师的素质，了解模范教学实践是如何获得的，并为促进它们的计划的设计提供信息？2)支持有效教学的知识是如何在教师网络中产生、控制和传播的？研究人员寻求的发现将为教师学术项目的设计和他们在学校的工作任务提供参考。他们的目标是启动一个独立的、自我维持的研究计划，利用认知科学的方法产生关于专业发展的知识。一个特别强大的评估组成部分与研究人员合作，支持发展关于学校组织结构和变化的社会和认知方面的基本知识，产生广泛适用于提高教育计划和机构的质量并为所有学生提供机会的知识。

The Louisiana Math and Science Teacher Institute (LA-MSTI) is a Partnership that includes the Louisiana State University & Agricultural and Mechanical College (LSU) as Lead Institution, the East Baton Rouge Parish School System and the Iberville Parish School System as Core Partners, and the Louisiana Department of Education and numerous other school districts in the Baton Rouge area as Supporting Partners.The LA-MSTI establishes a special track for secondary-teachers within the Master's of Natural Sciences (MNS) degree program in the LSU College of Basic Sciences. It is based on a new, challenging and unique content-focused curriculum that develops science and mathematics Teacher Leaders for grades 7 - 12. The Partnership also creates new job categories and career paths for these Teacher Leaders, in which they work among their teacher-colleagues and with local and state educational leaders to improve student learning.Ninety-six Teacher Leaders are supported by the Partnership as NSF Fellows. The Fellows are experienced mathematics and science teachers who are sponsored by the districts that employ them. Sponsorship entails creating new job assignments with significant responsibilities in coaching, mentoring or other capacities that leverage the disciplinary content knowledge, pedagogical content knowledge, and leadership skills developed in the MNS. The sponsorship model offers an innovative formula for district-university cooperation, resulting in enhancements to the teaching profession and increased student achievement. It allows both organizations--the district and the university--to focus their capabilities in complementary ways, respecting the traditional roles of the institutions, avoiding overlapping authority, and at the same time, promoting positive change in both.The academic program includes 30 semester-hours of graduate credit and a master's thesis. The program is completed over a period of 26 months, requiring six weeks of coursework during each of three consecutive summers. Frequent contact is maintained during the two intervening academic years, but is scheduled to avoid interfering with teaching duties. Candidates attend in cohorts that promote collegiality and they develop a genuine professional community. The thesis includes scholarship in secondary mathematics and/or science education and is publishable in scholarly journals in these fields. The program develops Teacher Leaders who can teach Advanced Placement, International Baccalaureate and dual enrollment courses and the courses that lead up to them, to make challenging courses and curricula available to all students. It also equips Teacher Leaders to assist other teachers in offering these courses and expanding access and opportunity for all students. The leadership component includes a 3-credit-hour graduate-level leadership seminar, with academic year follow-up focusing on coaching, school improvement, and data management.The research component of the project involves LSU Department of Psychology faculty, who investigate the following questions: 1) How can the psychological theories of expert performance and deliberate practice help to conceptualize the qualities of effective mathematics and science teachers, understand how exemplary teaching practices are acquired and inform the design of programs that promote them? 2) How is knowledge that supports effective teaching produced, controlled and propagated in teacher networks? The researchers seek findings that will inform the design of academic programs for teachers and their work-assignments in schools. They aim to initiate an independent, self-sustaining research program that will produce knowledge about professional development using the methodology of cognitive science.An exceptionally strong evaluation component works in cooperation with the researchers to support the development of fundamental knowledge of the social and cognitive aspects of structure and change in school organizations, yielding knowledge that is broadly applicable to improving the quality of educational programs and institutions and providing access for all students.