Mountaineer Mathematics Master Teachers: A Networked Improvement Community Building Capacity for Mathematics Teacher Leadership in West Virginia

登山数学名师：西弗吉尼亚州数学教师领导能力的网络改进社区建设

• 批准号: 1758354
• 负责人: Matthew Campbell
• 金额: $ 7.5万
• 依托单位: West Virginia University Research Corporation
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-07-01 至 2019-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1758354&HistoricalAwards=false
• 关键词: Mountaineer; Mathematics; Master; Teachers; Networked

This Robert Noyce Teacher Scholarship Program Capacity Building project is meant to lay the foundation for a secondary mathematics teacher leader pipeline in West Virginia. West Virginia experiences particularly prominent challenges with entrenched poverty, economic stagnation, and low educational attainment and faces lagging student achievement in mathematics due at least in part to a state-wide shortage of highly-qualified mathematics teachers. At the same time the state's cultural richness and strong community networks make for a unique context for research and improvement efforts around mathematics teaching and learning. The overall goal of the principal investigators (PIs) is to address the lack of advanced teacher development opportunities and teacher leadership roles in the state by having stakeholders come together to clarify the need for mathematics teacher leaders, collectively brainstorm the formal roles teacher leaders could play in improvement at all levels, and define the ways to best prepare and support teacher leaders for work in rural, Appalachian contexts. These efforts will inform the design of a Master's program in secondary mathematics education, currently lacking in the state, focused on developing mathematics teacher leaders. By creating a blueprint for a professional mathematics teaching pipeline from skilled educator to teacher leader without removing the most effective teachers from the classroom, this project aims to improve mathematics teaching and learning across the state which in turn may result in more West Virginia students seeking STEM degrees and entering STEM careers.Using Networked Improvement Communities (NIC) methodology, this partnership between West Virginia University and Pocahontas County Schools, with contributions from the West Virginia Department of Education and a managing researcher from the American Institutes for Research, the PIs aim to address the pathways and possibilities for mathematics teacher leadership in the state. The project team plans to focus on the Chartering Phase of a NIC, which entails developing a deep understanding of the problem, the system that produces it, and a theory of improvement that articulates a set of aims and actions for collectively addressing the problem. Feedback from stakeholders and data on student and teacher demographics, student achievement, and teacher qualifications will inform these efforts. A Chartering meeting will involve project staff, higher education faculty, state education leaders, district and school administrators, teacher leaders, and classroom teachers from across the state, and be facilitated by a skilled education research consultant. The meeting should serve as an opportunity to engage multiple siloed stakeholders in collectively defining a complex problem and coalescing around a theory of action. Implementation of these improvement efforts will be carefully documented and analyzed to produce recommendations for fostering and supporting mathematics teacher leadership in rural contexts which the project team intends to broadly disseminate through national organizations and scholarly and practitioner publications.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

罗伯特·诺伊斯教师奖学金项目能力建设项目旨在为西弗吉尼亚州的中学数学教师领导管道奠定基础。西弗吉尼亚州面临着根深蒂固的贫困、经济停滞和低教育水平的挑战，学生在数学方面的成绩落后，至少部分原因是全州范围内缺乏高素质的数学教师。与此同时，该州丰富的文化和强大的社区网络为数学教学的研究和改进工作提供了独特的环境。主要研究者（pi）的总体目标是解决该州缺乏高级教师发展机会和教师领导角色的问题，方法是让利益相关者聚集在一起，阐明对数学教师领导的需求，集体集思广益教师领导在各个层面的改进中可以发挥的正式作用，并确定最佳准备和支持教师领导在农村、阿巴拉契亚地区工作的方法。这些努力将为中学数学教育硕士课程的设计提供信息，该课程目前在该州缺乏，重点是培养数学教师领袖。通过创建一个从熟练的教育工作者到教师领导者的专业数学教学管道的蓝图，而不将最有效的教师从课堂上移除，该项目旨在改善整个州的数学教学和学习，从而可能导致更多的西弗吉尼亚州学生寻求STEM学位并进入STEM职业。利用网络改进社区（NIC）方法，西弗吉尼亚大学和波卡洪塔斯县学校之间的合作伙伴关系，在西弗吉尼亚教育部和美国研究所的管理研究员的贡献下，PIs旨在解决该州数学教师领导的途径和可能性。项目团队计划将重点放在NIC的特许阶段，该阶段需要深入了解问题、产生问题的系统，以及阐明一组共同解决问题的目标和行动的改进理论。来自利益相关者的反馈以及关于学生和教师人口统计、学生成绩和教师资格的数据将为这些努力提供信息。特许会议将包括来自全州的项目工作人员、高等教育教师、州教育领导、地区和学校管理人员、教师领导和课堂教师，并由一位熟练的教育研究顾问协助。这次会议应该成为一个机会，让多个各自为政的利益相关者共同确定一个复杂的问题，并围绕一个行动理论进行整合。将仔细记录和分析这些改进工作的实施情况，以提出关于在农村环境中培养和支持数学教师领导能力的建议，项目小组打算通过国家组织以及学术和实践出版物广泛传播这些建议。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。