Mathematics Studio Fellowship Program - A Model for Mentoring New and Master Teachers

该奖项由2009年美国复苏和再投资法案(公法111-5)资助。数学工作室奖学金计划由俄勒冈州立大学(OSU)和教师发展组织(TDG)密切合作，TDG是一个非营利性组织，致力于K-12数学专业发展。它建立在通过俄勒冈州数学领导力研究所(OMLI)伙伴关系开始的工作室课堂试点项目的基础上。OSU和TDG合作伙伴正在为8名硕士教学研究员(MTF)提供5年的专业发展周期，并为4名教学研究员(TF)提供5年的硕士学位和专业发展计划。参与计划的高需求学区使用数学工作室课堂模式，允许计划的MTF和TF部分之间的紧密联系。在攻读硕士学位的一年中，任职前的教师参加工作室课堂周期，然后在采用工作室课堂模式的学区担任教师。在数学工作室教室里，体现了有效专业发展的许多循证原则，学校教师和管理人员坐在教室的外围，观察同行(工作室老师)与实际学生授课。在老师身边的是一位教练，他可以“在当下”提出教学策略。课程结束后，常驻教师和管理人员、工作室教师和教练立即展开讨论，讨论课程的数学内容，课堂话语所证明的学生的数学思维，以及课堂教学决策和行动的影响。在这个项目中，MTF担任工作室教师，帮助规划工作室周期，并开始承担教练的角色。此外，他们还协助设计和共同教授一个关于数学教学最佳做法的研讨会，该研讨会将提供给信托基金。TFS在他们最早的实地经验中以驻地教师的身份参加工作室教室。因此，这种模式是一个温室，在真实的课堂教学背景下，鼓励和培养关于数学和学生学习的深入和实质性的专业话语。工作室教室结构通过引导新教师进入高度运作的专业学习社区，特别有助于支持和培养新教师。

This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5).The Mathematics Studio Fellowship Program involves a close collaboration between Oregon State University (OSU) and Teachers Development Group (TDG), a non-profit organization for K-12 professional development in mathematics. It builds on a pilot program for the studio classroom begun through the Oregon Mathematics Leadership Institute (OMLI) Partnership. The OSU and TDG partners are providing a 5-year professional development cycle for 8 Master Teaching Fellows (MTF), and a 5-year master's degree and professional development program for 4 Teaching Fellows (TF). Participating high needs school districts use the mathematics studio classroom model, allowing for tight connections between the MTF and TF components of the program. During the M.S. degree year, the pre-service TFs attend studio classroom cycles, and later work as teachers in districts that have adopted the studio classroom model. In a mathematics studio classroom, which embodies many of the evidence-based principles for effective professional development, school teachers and administrators sit on the periphery of the classroom, observing while a peer (the studio teacher) conducts a lesson with actual students. At the teacher's side is a coach who can suggest teaching strategies "in the moment." Immediately following the lesson the resident teachers and administrators, the studio teacher, and the coach engage in facilitated discussion about the mathematics of the lesson, the mathematical thinking of the students as evidenced by the classroom discourse, and the influence of the teaching decisions and moves made during the class. In this project, the MTFs serve as studio teachers, help to plan the studio cycles, and begin to assume the role of coach. In addition they assist with the design and co-teaching of a seminar in best practices in teaching mathematics that is offered to the TFs. TFs participate as resident teachers in the studio classrooms during their earliest field experiences. This model is thus serving as a greenhouse for encouraging and nurturing deep and substantive professional discourse about mathematics and student learning in the real context of classroom teaching. The studio classroom structure is especially helpful in supporting and nurturing new teachers by inducting them into a highly functioning professional learning community.