Mathematically Connected Communities - Leadership Institute for Teachers

数学相关社区(MC2)-教师领导力学院(LIFT)项目-新墨西哥州州立大学(NMSU)和新墨西哥州南部学校系统的合作伙伴-回应了合作学区的需求，这些学区近年来开始全面实施新的数学课程，但在学校校园或其所在地区缺乏领导力，无法支持全面制定高质量的课程。MC2-Lift是由数学家、教育教师和学区领导设计的，目的是培养一支由60名教师领导组成的干部队伍，他们将对K-12数学以及促进学校或学区数学教与学环境发展的知识、技能和性格有深刻的概念知识。该项目的目标是：1)增加教师领导对K-12数学的知识；2)扩大和丰富教学实践；3)培养智力领导；4)在学校环境中实施学院学习；以及5)维持数学家、教育学院和地区之间的伙伴关系。MC2-LIFT为参与的教师提供为期两年的专业发展周期，包括强化暑期学习和学年计划，其中包括将他们的学习应用于学校或地区环境。每学期和暑期，课程由一名NMSU数学家和一名教育工作者设计并团队授课，将数学概念与教育学和领导力方面的知识和技能相结合。教师领导来自所有K-12级别，通过研究概念如何在K-12连续体中垂直连接，在年级内和跨年级联系起来，获得了学习数学的新视角。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，通过开发一系列模型和策略来表达数学思想，教师领导能够帮助其他数学教师区分他们的教学并满足不同学习者的需求。校长还接受MC2-LIFT的专业发展，了解如何在校园数学教育中培养专业学习文化。校长和教师领导正在合作制定教师领导角色的愿景，在学校教职员工中传达对专业学习的期望，并定期反思和评估他们的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MC2-LIFT项目，NMSU的数学教育研究生课程正在进行制度变革，纳入合作学校的综合课程作业和学习应用，数学和教育教师合作改善任职前本科教师的课程作业。该奖项由2009年美国复苏和再投资法案(公共法律111-5)资助。

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).