Refining a Model with Tools to Develop Math PD Leaders: An Implementation Study

对K-12教师专业发展的需求增加，以改善学生的学习和成绩。鉴于数学领域普遍采用共同核心国家标准(CCSS)，这一需求尤其迫切，该标准要求教师将数学思维和问题解决纳入他们的教学。随着美国人口结构的不断变化，全美学区英语学习者的数量不断增加，职业发展的挑战也在加剧。为了满足这一需求，教育界必须开发与CCSS相一致的大规模、系统级的专业发展计划，这些计划是可扩展和可持续的。来自斯坦福大学的项目团队将与旧金山联合学区的中学数学教师合作，发展他们为所在学校的教师进行专业发展的能力。这个项目的一个中心目标是为有效的专业发展和培养数学专业发展带头人开发模式和资源，特别关注英语学习者。这些模式和资源将：为学区提供工具，以建设当地能力并为所有中学数学教师提供可持续的专业发展；提高教学质量，进而在确保所有中学生能够获得新标准中确定的数学技能和理解方面取得重要进展；并满足英语学习者的需求。此外，斯坦福大学的团队将为数学教育、专业发展和英语学习者的知识库做出贡献。在之前的工作中，该团队开发了两个相互关联的模型--问题解决周期(PSC)和数学领导力准备(MLP)模型，以培养专业发展领导者。PSC模式由围绕一个问题组织的一系列相互关联的研讨会组成，这些问题可以使用多种表述和解决方案来解决，并可以适应多个年级的水平。每个周期关注一个不同的数学问题。在第一个周期中，教师合作解决重点数学问题，并制定计划教给学生。然后，老师们在课堂上授课，课程被录制下来。随后的研讨会侧重于参与者教授该问题的课堂经验。这些工作坊的目标是帮助教师学习如何建立在学生思维的基础上，并探索各种教学实践。他们在很大程度上依赖于PSC课程中的视频片段来培养富有成效的对话，并将对话置于教师的课堂教学中。MLP模式旨在培养数学领袖，以促进PSC。MLP为教师做好准备，让他们领导同事的专业发展。这些模型在提高中学数学教师的知识和实践、培养数学专业发展带头人、提高学生学业成绩等方面显示出良好的效果。调查人员打算改进和测试PSC和MLP模式的设计，开发可供其他学校和学区使用的资源，并对工作进行评估。

There is increased demand for K-12 teacher professional development that yields improvements in student learning and achievement. This need is particularly high given widespread adoption of the Common Core State Standards (CCSS) in mathematics which challenges teachers to incorporate mathematical thinking and problem solving into their instruction. The professional development challenge is exacerbated as our nation's demographics continue to shift, increasing the number of English language learners in school districts throughout the U.S. To meet this demand, the educational community must develop large-scale, system-level professional development programs aligned with the CCSS that are scalable and sustainable. The project team from Stanford University will work with middle school mathematics teachers in San Francisco Unified School District to develop their capacity to conduct professional development for the teachers in their schools. A central goal of this project is to develop models and resources for effective professional development and preparation of professional development leaders in mathematics with special attention to students who are English language learners. These models and resources will: provide school districts with the tools to build local capacity and provide sustainable professional development to all middle school mathematics teachers; improve the quality of teaching and, in turn, make important progress toward ensuring that all students in middle school can achieve the mathematical skills and understandings identified in the new standards; and meet the needs of English language learners. In addition, the Stanford team will contribute to the knowledge base in mathematics education, professional development and English language learners.In previous work, the team developed two interconnected models--the Problem-Solving Cycle (PSC) and the Mathematics Leadership Preparation (MLP) models for preparing professional development leaders. The PSC model consists of a series of interconnected workshops organized around a problem that can be solved using multiple representations and solutions and can be adapted for multiple grade levels. Each cycle focuses on a different math problem. During the first cycle, teachers collaboratively solve the focal math problem and develop plans for teaching it to their students. Teachers then teach the lesson in their classes and the lessons are videotaped. Subsequent workshops focus on participants' classroom experiences teaching the problem. The goals of these workshops are to help teachers learn how to build on student thinking and to explore a variety of instructional practices. They rely heavily on video clips from the PSC lesson to foster productive conversations and situate the conversations in teachers' classroom instruction. The MLP model is designed to prepare Math Leaders to facilitate the PSC. The MLP prepares teachers to lead professional development for their colleagues. These models showed promise of effectiveness in improving middle school mathematics teachers' knowledge and practice, developing math professional development leaders, and improving student achievement. Investigators intend to refine and test the design of the PSC and MLP models and develop resources that can be used by other schools and districts, as well as conduct an evaluation of the work.