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越来越大，这有助于提高学生的学习和成绩。考虑到在数学方面广泛采用共同核心国家标准（CCSS），这一需求特别高，这要求教师将数学思维和解决问题纳入教学中。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，专业发展的挑战也在加剧。为了满足这一需求，教育界必须制定与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小组将与旧金山弗朗西斯科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。该项目的一个中心目标是开发有效的专业发展和准备数学专业发展领导者的模型和资源，特别关注英语学习者的学生。这些模型和资源将：为学区提供工具，以建立当地能力，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，从而在确保所有中学生都能达到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。在以前的工作中，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，可以使用多种表示和解决方案来解决，并且可以适用于多个年级。每一个循环都集中在一个不同的数学问题上。在第一个周期，教师合作解决重点数学问题，并制定教学计划给学生。然后老师在他们的课堂上讲课，课程被录像。随后的讲习班侧重于参与者的课堂教学经验的问题。这些研讨会的目的是帮助教师学习如何建立在学生的思维和探索各种教学实践。他们在很大程度上依赖PSC课程的视频剪辑来培养富有成效的对话，并将对话融入教师的课堂教学中。MLP模型旨在培养数学领导者，以促进PSC。MLP准备教师领导他们的同事的专业发展。这些模式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，提高学生的成绩的有效性的承诺。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.