Preparing Highly Effective Mathematics Teacher Leaders in East San Jose by Focusing on Mathematical Sense-making, Growth Mindset, and Equity

通过关注数学意义建构、成长心态和公平，培养东圣何塞高效的数学教师领导者

• 批准号: 1950329
• 负责人: Sabrina Zirkel
• 金额: $ 299.99万
• 依托单位: Santa Clara University
• 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: 2020-07-01 至 2026-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1950329&HistoricalAwards=false
• 关键词: Preparing; Highly; Effective; Mathematics; Teacher

This project aims to serve the regional and the national need to prepare and retain a greater number of high-quality mathematics teachers. It focuses specifically on the development of highly effective mathematics teacher leaders for high-need school districts. The project aims to expand mathematics teaching and learning opportunities, particularly for traditionally underrepresented students. To do so, it will simultaneously address three issues: improve students’ mathematical sense-making; advance students’ growth mindset, e.g., a conviction that that they can learn mathematics; and improve teachers’ skills in mathematics instruction to incorporate research-based practices for engaging English language learners. The project intends to advance teacher education by providing innovative models of teacher professional development, emphasizing teaching for equity, growth mindset, and cultural awareness. In addition, it intends to provide teachers with support that can be sustained within districts beyond the scope of the project and develop teacher leadership skills so that they can help improve mathematics education in an entire school district.This project at Santa Clara University includes partnerships with San Jose's Eastside Union High School District and the Silicon Valley Education Foundation. The project’s six-year goals include preparing and retaining 20 high-quality professional mathematics educators who have the needed skills and commitment to teach in high-need local education agencies in East San Jose, California, and surrounding communities. These mathematics educators will be recruited from mathematics and mathematics-related fields (e.g., engineering). The candidates who do not already possess a master’s degree will be supported in their first year in earning one through the University’s Master of Arts in Teaching plus Teaching Credential program. The project will support the retention of these talented individuals in mathematics teaching through graduate teacher preparation studies that include field/clinical experiences and pedagogical content knowledge preparation, as well as a four-year in-service professional and leadership development sequence. This project will conduct research to determine which professional development activities most effectively build teachers’ capacity to promote growth mindset in their students. The project utilizes an “in-the-moment” coaching approach that is modeled after Lampert and colleagues’ (2013, 2010) rehearsal work supporting pre-service teachers’ enactment of ambitious mathematics instruction. The project is poised to improve student mathematics achievement in high-need schools, as well as increase opportunities for mathematics education and STEM careers for students from under-served communities. This Track 2: 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.

该项目旨在满足地区和国家培养和留住更多高质量数学教师的需要。 它特别关注为高需求学区培养高效的数学教师领导者。该项目旨在扩大数学教学和学习机会，特别是为传统上代表性不足的学生。 为此，它将同时解决三个问题：提高学生的数学意义的形成;促进学生的成长心态，例如，他们可以学习数学的信念;提高教师在数学教学中的技能，以纳入以研究为基础的实践，吸引英语学习者。该项目旨在通过提供教师专业发展的创新模式，强调公平教学、成长心态和文化意识，促进教师教育。 此外，它还打算为教师提供项目范围以外的地区内可持续的支持，并培养教师的领导技能，以便他们能够帮助改善整个学区的数学教育。圣克拉拉大学的这一项目包括与圣何塞东区联合高中学区和硅谷教育基金会的合作。 该项目的六年目标包括准备和保留20名高素质的专业数学教育工作者，他们拥有所需的技能和承诺，在东圣何塞，加州和周边社区的高需求当地教育机构任教。这些数学教育工作者将从数学和数学相关领域（例如，工程）。还没有获得硕士学位的候选人将在第一年通过大学的教学艺术硕士课程获得支持。该项目将通过研究生教师准备研究，包括实地/临床经验和教学内容知识准备，以及为期四年的在职专业和领导力发展序列，支持这些人才在数学教学中的保留。该项目将进行研究，以确定哪些专业发展活动最有效地培养教师促进学生成长心态的能力。该项目采用了一种“在当下”的教练方法，这是仿照兰伯特和同事（2013年，2010年）排练工作支持职前教师制定雄心勃勃的数学教学。该项目旨在提高高需求学校学生的数学成绩，并为来自服务不足社区的学生增加数学教育和STEM职业的机会。这个轨道2：教学奖学金项目是通过罗伯特诺伊斯教师奖学金计划（诺伊斯）的支持。诺伊斯计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师和经验丰富的模范K-12 STEM教师，成为高需求学区的STEM硕士教师。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。