Math for America Boston: Teaching Scholars Program

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。“美国数学波士顿：教师学者计划”代表了波士顿大学、波士顿地区七个高需求学区（阿灵顿、波士顿、剑桥、切尔西、劳伦斯、沃尔瑟姆和沃特敦）和非营利组织“美国数学”之间的合作关系。合作伙伴正在共同招募12名STEM专业人员，并为他们在初中或高中教授数学做好准备。合作伙伴也正在招募五位教学硕士研究员，在他们的地区担任导师和领导者。这些教师正在攻读具有中学数学执照的教学硕士学位课程。硕士教学研究员可以选择参加高级研究生学习证书课程或第二个硕士学位课程。研究员们参加了一个数学沉浸式项目，旨在让他们体验到努力学习困难概念的感觉，以便他们能更好地帮助学生。该计划中的课程旨在通过教育家、数学家和大师教师的密切和持续的合作，将内容和方法整合起来。教学研究员也正在准备在城市学校环境中工作，重点是有效的战略，以协助不同的人口。硕士助教将指导职前教师和助教，并准备在其所在地区领导专业发展活动。目前正在对该项目进行严格评估，以确定其对研究员的招聘、质量和持续支持的影响，并最终对教学效率和教师留任的影响。

This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5).The Math for America Boston: Teacher Scholars Program represents a partnership among Boston University, seven high needs school districts in the Boston area (Arlington, Boston, Cambridge, Chelsea, Lawrence, Waltham, and Watertown), and the non-profit Math for America. The partners are working together to recruit twelve STEM professionals and prepare them to teach mathematics in middle or high schools. The partners are also recruiting five Master Teaching Fellows who serve as mentors and leaders in their districts. The Teaching Fellows are enrolling in a Master of Arts in Teaching degree program with licensure in secondary mathematics. The Master Teaching Fellows have the option of enrolling in a Certificate of Advanced Graduate Study program or in a second master's degree program. Fellows are participating in a math immersion program designed to let them experience what it is like to struggle to learn difficult concepts so that they can better help their students. The courses in the programs are being designed to integrate content and method through close and ongoing collaboration of educators, mathematicians, and master teachers. Teaching Fellows are also being prepared for work in urban school settings with an emphasis on effective strategies to assist diverse populations. Master Teaching Fellows are mentoring pre-service teachers as well as Teaching Fellows and are preparing to lead professional development activities in their districts. The project is being rigorously assessed to determine its impact on recruitment, quality, and continued support of Fellows, and ultimately its impact on teaching effectiveness and teacher retention.