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不断增加，从而提高学生的学习和成就。考虑到在数学领域广泛采用共同核心州标准（CCSS），这种需求尤其高，这挑战了教师将数学思维和解决问题的能力融入到他们的教学中。随着我国人口结构的不断变化，美国各学区英语学习者的数量不断增加，专业发展的挑战也随之加剧。为了满足这一需求，教育界必须开发大规模的、系统级的专业发展项目，这些项目与CCSS相一致，具有可扩展性和可持续性。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，培养他们为学校教师进行专业发展的能力。该项目的中心目标是开发有效的专业发展模式和资源，并为数学专业发展的领导者做好准备，特别关注英语学习者。这些模型和资源将：为学区提供建立当地能力的工具，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都能掌握新标准中确定的数学技能和理解方面取得重要进展；满足英语学习者的需求。此外，斯坦福团队将为数学教育、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，用于培养专业发展领导者。PSC模型由一系列相互关联的研讨会组成，这些研讨会围绕一个问题组织起来，可以使用多种表示和解决方案来解决这个问题，并且可以适应多个年级。每个循环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，并制定教学计划。然后老师在他们的课堂上教授课程，并将课程录下来。随后的工作坊主要关注参与者的课堂教学经验。这些工作坊的目标是帮助教师学习如何以学生的思维为基础，并探索各种教学实践。他们在很大程度上依赖PSC课程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模型的目的是准备数学领袖，以促进PSC。MLP为教师培养领导同事专业发展的能力。这些模型在提高中学数学教师的知识和实践、培养数学专业发展领导者和提高学生成绩方面显示出有效的希望。调查人员打算完善和测试PSC和MLP模型的设计，开发可供其他学校和地区使用的资源，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.