Mathematically Connected Communities - Leadership Institute for Teachers

数学连接社区（MC 2）-教师领导力研究所（LIFT）项目-新墨西哥州州立大学（NMSU）和南部新墨西哥州学校系统之间的合作伙伴关系-响应近年来全面实施新数学课程的合作地区的需求，然而，在校园或其地区缺乏领导，以支持全面制定优质课程。 MC 2-LIFT由数学家，教育教师和学区领导设计，旨在培养60名教师领导干部，他们将对K-12数学有深刻的概念知识，以及促进学校或学区数学教学和学习环境增长的知识，技能和性格。 该项目的目标是： 1)提高教师领导者的K-12数学知识; 2)拓展和丰富教学实践; 3)培养知识型领导者; 4)在学校环境中实施机构学习;以及 5)保持数学家，教育学院和地区之间的伙伴关系。MC 2-LIFT为参与教师提供为期两年的专业发展周期，包括密集的夏季学习以及学年计划，包括在学校或地区环境中应用他们的学习。 每个学期和夏季，课程由NMSU数学家和教育家设计和团队授课，将数学概念与教育学和领导力的知识和技能相结合。 教师领导人来自所有K-12水平，并通过研究概念如何在K-12连续体中垂直表达，在年级内和年级间连接，获得学习数学的新透镜。 研究所的参与者正在通过理解这些联系来加深对数学概念的理解。 然后，通过开发一系列的模型和策略来代表数学思想，教师领导者能够帮助其他数学教师区分他们的教学和满足不同学习者的需求。 校长还在MC 2-LIFT中获得专业发展，了解如何在校园内培养数学教育专业学习的文化。 校长和教师领导者正在合作制定教师领导者角色的愿景，在学校工作人员中传达对专业学习的期望，并定期参与反思和评估学校在实现教师和学生学习目标方面取得的进展。 通过参与MC 2-LIFT项目，NMSU的数学教育研究生课程正在经历体制变革，包括合作学校的综合课程和学习应用，数学和教育教师合作改善职前本科教师的课程。该奖项是根据2009年美国复苏和再投资法案（公法111-5）资助的。

The Mathematically-Connected Communities (MC2)-Leadership Institute For Teachers (LIFT) project - a partnership between New Mexico State University (NMSU) and southern New Mexico school systems - responds to the needs of partner districts that have embarked on full scale implementation of new mathematics curriculum in recent years, yet lack the leadership on school campuses or in their districts to support full enactment of a quality curriculum. MC2 -LIFT was designed by mathematicians, education faculty and school district leaders in order to develop a cadre of 60 teacher leaders who will have a deep conceptual knowledge of K-12 mathematics, as well as the knowledge, skills and dispositions to facilitate growth in mathematics teaching and learning environments in schools or districts. The goals of the project are to: 1) Increase Teacher Leaders' Knowledge of K-12 Mathematics; 2) Expand and Enrich Pedagogical Practices; 3) Develop Intellectual Leaders; 4) Implement Institute Learning in School Environments; and 5) Sustain Partnerships between Mathematicians, Education Faculty and Districts. MC2 -LIFT provides participating teachers with a two-year cycle of professional development involving intensive summer study as well as an academic year program that includes application of their learning in school or district settings. Each semester and during the summer, courses are designed and team taught by an NMSU mathematician and an educator, blending mathematical concepts with knowledge and skills in pedagogy and leadership. Teacher Leaders come from all K-12 levels and gain a new lens for learning mathematics by studying how concepts are vertically articulated within the K-12 continuum, connecting within and across grades. Institute participants are developing a deeper understanding of mathematical concepts by understanding these connections. Then, by developing a range of models and strategies to represent mathematical ideas, Teacher Leaders are able to help other mathematics teachers differentiate their instruction and meet the needs of diverse learners. Principals also receive professional development in MC2 -LIFT, gaining an understanding of how to foster a culture of professional learning in mathematics education on their campuses. Principals and Teacher Leaders are collaboratively developing a vision for the Teacher Leaders' roles, communicating expectations for professional learning among school staff and routinely engaging in reflection and evaluation of the progress that their schools are making towards teacher and student learning goals. Through involvement in the MC2 -LIFT project, the graduate program in mathematics education at NMSU is undergoing institutional change to include integrated coursework and application of learning in partner schools, with mathematics and education faculty collaborating to improve coursework for pre-service undergraduate teachers.This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5).