Mountaineer Mathematics Master Teachers: Supporting Teacher Leadership and Networked Improvement of Mathematics Education in West Virginia

登山数学名师：支持西弗吉尼亚州数学教育的教师领导和网络改进

• 批准号: 1950217
• 负责人: Matthew Campbell
• 金额: $ 299.96万
• 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: 2020
• 资助国家: 美国
• 起止时间: 2020-06-01 至 2026-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1950217&HistoricalAwards=false
• 关键词: Mountaineer; Mathematics; Master; Teachers; Supporting

This project aims to serve the national needs of developing and supporting highly effective mathematics teachers as teacher leaders. The project builds on a successful model in West Virginia for collaborative, teacher-led improvement of mathematics teaching and learning. The project intends to identify, support, and empower 40 experienced and exemplary secondary mathematics teachers across West Virginia. In their time as Master Teaching Fellows, these teachers will lead efforts to improve mathematics teaching and learning, statewide. In this work, they will apply the tools of improvement science and networked improvement communities. Through this approach, teachers themselves will identify and solve specific problems in their mathematics classrooms. The Master Teaching Fellows will iteratively test and measure the outcomes of the new methods through “Plan-Do-Act-Study Cycles.” Ultimately, Master Teaching Fellows will increase their knowledge and skills in mathematics content, mathematics pedagogy, issues of access and equity in mathematics education, and leadership. This project at West Virginia University includes internal partnerships between the Department of Curriculum & Instruction/Literacy Studies, the Department of Mathematics, and the Center for Excellence in STEM Education. It also includes external partnerships with the West Virginia Department of Education, which will provide significant financial commitment, and multiple high-need county school districts including Pocahontas County Schools. Additional partners supporting the goals of the project include the West Virginia Council of Teachers of Mathematics, the West Virginia Public Education Collaborative, and the Carnegie Foundation for the Advancement of Teaching. The project includes the following intended outcomes: 1) 40 Master Teaching Fellows will actively participate in and expand a network to improve their own mathematics teaching practice as well as their practice as teacher leaders; 2) Master Teaching Fellows will initiate, lead, and sustain local networked improvement communities with mathematics teaching colleagues in their school and/or district; and 3) Master Teaching Fellows will be positioned as instructional leaders, resources, and change agents in their school, district, region, and state. These outcomes are intended to develop statewide capacity for sustainable improvement efforts. The project aims to positively impact the many teachers who will interact with Master Teaching Fellows as part of local improvement teams, in some cases helping them to also become leaders themselves. The project is designed to explore the effectiveness of improvement science and networked improvement communities for supporting mathematics teacher leadership and instructional improvement at scale. Research and evaluation efforts will explore impacts of the project activities on teacher quality, teacher retention, teacher leader identity development, teacher and administrator satisfaction, and student achievement in mathematics. The project will pursue an ambitious vision of statewide collaboration and will contribute to the field by documenting and disseminating opportunities, obstacles, and lessons learned from work. This Track 3: Master Teaching Fellowships project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 STEM teachers to become STEM master teachers in high-need school districts. It also supports research on the persistence, retention, and effectiveness of K-12 STEM teachers in high-need school districts.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.

该项目旨在满足国家培养和支持高效数学教师作为教师领导者的需求。该项目以西弗吉尼亚州的成功模式为基础，以教师主导的协作方式改进数学教学。该项目旨在确定、支持和授权西弗吉尼亚州 40 名经验丰富、堪称典范的中学数学教师。在担任硕士教学研究员期间，这些教师将领导努力改善全州的数学教学和学习。在这项工作中，他们将应用改进科学和网络改进社区的工具。 通过这种方法，教师自己将发现并解决数学课堂上的具体问题。 大师级教学研究员将通过“计划-实施-行动-研究周期”反复测试和衡量新方法的结果。最终，硕士教学研究员将提高他们在数学内容、数学教学法、数学教育的机会和公平问题以及领导力方面的知识和技能。西弗吉尼亚大学的这个项目包括课程与教学/读写能力研究系、数学系和 STEM 教育卓越中心之间的内部合作关系。 它还包括与西弗吉尼亚州教育部的外部合作伙伴关系，该部将提供重大的财政承诺，以及包括波卡洪塔斯县学校在内的多个高需求县学区。支持该项目目标的其他合作伙伴包括西弗吉尼亚州数学教师委员会、西弗吉尼亚州公共教育合作组织和卡内基教学促进基金会。该项目包括以下预期成果：1）40名硕士教学研究员将积极参与并扩大网络，以提高自己的数学教学实践以及作为教师领导者的实践； 2) 硕士教学研究员将与所在学校和/或学区的数学教学同事一起发起、领导和维持本地网络改进社区； 3) 硕士教学研究员将被定位为所在学校、学区、地区和州的教学领导者、资源和变革推动者。 这些成果旨在发展全州可持续改进工作的能力。该项目旨在对许多教师产生积极影响，他们将作为当地改进团队的一部分与大师级教学研究员互动，在某些情况下帮助他们自己也成为领导者。该项目旨在探索改进科学和网络改进社区在支持大规模数学教师领导力和教学改进方面的有效性。研究和评估工作将探讨项目活动对教师质量、教师保留率、教师领导者身份发展、教师和管理人员满意度以及学生数学成绩的影响。该项目将追求全州范围合作的雄心勃勃的愿景，并将通过记录和传播机会、障碍和从工作中汲取的经验教训来为该领域做出贡献。此轨道 3：硕士教学奖学金项目由罗伯特·诺伊斯教师奖学金计划 (Noyce) 支持。诺伊斯计划支持有才华的 STEM 本科专业和专业人士成为高效的 K-12 STEM 教师，并支持经验丰富、堪称典范的 K-12 STEM 教师成为高需求学区的 STEM 大师级教师。它还支持对高需求学区 K-12 STEM 教师的持久性、保留性和有效性的研究。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力优点和更广泛的影响审查标准进行评估，被认为值得支持。