Extending the Reach of Mathematics Teacher Leaders

扩大数学教师领导的影响力

• 批准号: 1552954
• 负责人: Jodie Novak
• 金额: $ 30万
• 依托单位: University of Northern Colorado
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-10-01 至 2020-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1552954&HistoricalAwards=false
• 关键词: Extending; Reach; Mathematics; Teacher; Leaders

This project will explore the development of mathematics teacher leaders' capacity to engage in systemic leadership activities. The model for developing this capacity will be based on the concept that teacher leadership work can be conceived of as having levels, similar to the idea of management levels. In this model, Tier I teacher leadership activities are those that leverage teachers' knowledge, experience, and motivation to support effective instruction in classrooms outside their own. Tier I teacher leadership activities have a close proximity to and thus directly influence teachers' instruction. Tier II teacher leadership activities are those that leverage teacher leaders' knowledge, experience, and motivation to improve systems that support effective instruction. This model is predicated on two positions: (1) Tier II leadership activities necessitate the employment of knowledge and skills different from those required for Tier I leadership activities; and (2) Productive systemic change can occur by supporting teacher leaders to expand their work into Tier II leadership activities. This project will develop teacher leaders' knowledge and skills to engage in Tier II activities and to further theorize and evaluate the conceptualization and operationalization of Tier I and Tier II leadership activities in teacher leadership development. This project will implement and evaluate a teacher leader development model that will build the capacity of Tier I and Tier II teacher leaders in their respective leadership capacity. In the teacher leader development model, Tier II teacher leaders will receive training and mentoring to 1) train Tier I teacher leaders to implement the professional development with classroom teachers and 2) oversee broader implementation issues, such as developing district support for the professional development and supporting the creation and implementation of an evaluation plan for the professional development. The professional development will consist of a sequence of nine, 90-minute sessions that will support elementary teachers in developing a rich conceptualization of multiplication of whole numbers. Through this vehicle of implementing a mathematics professional development program, both sets of teacher leaders will receive training and mentoring to develop their knowledge, skills, and dispositions to engage in their tier of teacher leadership activities. Teachers will then be positioned to leverage their increased leadership capacity to engage in other Tier I and II teacher leadership activities that support the improvement of STEM education. The evaluation of the implementation of the leadership development model will help the field understand the key characteristics that support the effectiveness of the training. Additionally, in their roles as ambassadors for K-12 mathematics education, Tier II teacher leaders will work at the nexus of policy, practice, and STEM education research through Tier II policy activities. Teachers will then be positioned to leverage their increased leadership capacity to engage in other Tier I and II teacher leadership activities that support the improvement of STEM education. The design of the teacher leader development model can be scaled through any STEM professional development, when it is paired with the teacher leader training of Tier I teacher leaders. Although the project involves mathematics teachers and teacher leaders, it has the potential to inform teacher leadership development and effectiveness across the STEM fields.

本项目将探讨数学教师领导者参与系统领导活动的能力发展。培养这种能力的模式将基于这样一种概念，即教师的领导工作可以被认为是有层次的，类似于管理层次的概念。在这个模式中，第一层教师领导活动是那些利用教师的知识，经验和动机，以支持有效的教学在自己的教室以外。第一层教师领导活动与教师的教学活动密切相关，并直接影响教师的教学。第二层教师领导活动是那些利用教师领导的知识，经验和动机，以改善系统，支持有效的教学。该模式基于两个立场：（1）第二层领导活动需要使用不同于第一层领导活动所需的知识和技能;（2）通过支持教师领导者将其工作扩展到第二层领导活动，可以发生富有成效的系统性变化。该项目将发展教师领导者的知识和技能，以从事第二层活动，并进一步理论化和评估第一层和第二层领导活动在教师领导力发展的概念化和可操作性。该项目将实施和评估一个教师领导发展模式，该模式将建立一级和二级教师领导各自领导能力的能力。在教师领导者发展模式中，第二级教师领导者将接受培训和指导，以1）培训第一级教师领导者与任课教师一起实施专业发展，2）监督更广泛的实施问题，例如发展对专业发展的地区支持，并支持制定和实施专业发展评估计划。专业发展将包括九个，90分钟的会议，将支持小学教师在发展一个丰富的概念化的整数乘法序列。通过实施数学专业发展计划，这两套教师领导人将接受培训和指导，以发展他们的知识，技能和性格，从事他们的教师领导活动层。然后，教师将能够利用他们增强的领导能力，参与其他支持改善STEM教育的一级和二级教师领导活动。对领导才能发展模式实施情况的评价将有助于外地了解支持培训实效的主要特点。此外，作为K-12数学教育大使，二级教师领导将通过二级政策活动在政策，实践和STEM教育研究的联系中工作。然后，教师将能够利用他们增强的领导能力，参与其他支持改善STEM教育的一级和二级教师领导活动。教师领导者发展模式的设计可以通过任何STEM专业发展进行扩展，当它与第一层教师领导者的教师领导者培训配对时。虽然该项目涉及数学教师和教师领导，但它有可能为STEM领域的教师领导力发展和有效性提供信息。