Advancing Teacher Leadership in Urban Schools through the Noyce Mathematics and Science Master Teaching Fellowship Program

通过诺伊斯数学和科学硕士教学奖学金计划提升城市学校的教师领导力

• 批准号: 1950335
• 负责人: Lisa Lamb
• 金额: $ 299.98万
• 依托单位: San Diego State University Foundation
• 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: 2020-05-15 至 2025-04-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1950335&HistoricalAwards=false
• 关键词: Advancing; Teacher; Leadership; Urban; Schools

This project aims to serve the national interest of supporting K-12 mathematics and science teachers to become teacher leaders in high-need school districts. When teachers become effective teacher leaders, they can better support the achievement of their students. Such support is critically important in high-need schools and districts, where much of the student body is socioeconomically disadvantaged and/or historically underrepresented in mathematics and scientific fields. The teachers in this project will develop and implement school-site plans to improve the mathematics and science learning experiences of all their students. They will also lead a sustained school-site focus toward meeting goals related to mathematics and science learning. In addition, the project's teacher leaders will take courses about K-12 Educational Leadership in mathematics and science, apprentice with university faculty in research labs, and co-teach a university course that is designed for prospective mathematics and science teachers. This project at San Diego State University includes partnerships with four local, high-need school districts (Grossmont, La Mesa-Spring Valley, Santee, and Sweetwater), the National Center for Urban School Transformation, the California State Teachers Association, and the Association of Mathematics Teacher Educators. Project goals include: (i) providing five years of support to 20 Master Teaching Fellows, all of whom are in-service mathematics and science teachers who will provide thoughtful, sustained professional development for other teachers; (ii) enabling the Master Teaching Fellows to present their work at professional conferences; (iii) supporting the Master Teaching Fellows to serve as guide teachers for student teachers; and (iv) empowering the Master Teaching Fellows to become teacher leaders at their school sites. At their school sites, the Master Teaching Fellows will seek to develop a positive transformational culture, provide all students with access to challenging curricula, and support effective instruction that promotes engagement and understanding (Johnson, Uline, & Perez, 2019). The research and evaluation conducted within this project are designed to improve the understanding of how best to support STEM teacher leaders in urban schools. Dissemination about this project will occur within the regional and national Noyce community, as well as in publications in professional journals and presentations at professional conferences. The project is designed to be generative, so that the Master Teaching Fellows will continue to engage in activities that will sustain their own practices after the professional development has ended, as well as become expert in continuing to help other teachers learn and grow. Thus, the project has the potential to continue to grow cadres of effective mathematics and science teachers long after the project has ended. By design, the program will have a far-reaching, multiplicative impact on the teaching and learning of mathematics and science in schools in the San Diego region. 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.

该项目旨在为国家利益服务，支持K-12数学和科学教师成为高需求学区的教师领导者。当教师成为有效的教师领导者时，他们可以更好地支持学生的成就。这种支持在高需求的学校和地区至关重要，那里的大部分学生在社会经济上处于不利地位和/或在数学和科学领域的代表性历来不足。参与该项目的教师将制定和实施学校现场计划，以改善所有学生的数学和科学学习体验。 他们还将领导一个持续的学校网站的重点，以满足有关数学和科学学习的目标。 此外，该项目的教师领导将参加有关K-12数学和科学教育领导力的课程，在研究实验室与大学教师一起实习，并共同教授为未来的数学和科学教师设计的大学课程。圣地亚哥州立大学的这个项目包括与四个当地高需求学区（Grossmont，La Mesa-Spring Valley，桑蒂和Sweetwater），国家城市学校转型中心，加州州教师协会和数学教师教育者协会的合作伙伴关系。项目目标包括：（i）为20名在职的数学及科学教师提供5年的支援;（ii）让这些教师在专业会议上介绍他们的工作;（iii）支援这些教师担任见习教师的指导教师;及（iv）赋权教育硕士研究员成为其所在学校的教师领袖。在他们的学校网站，硕士教学研究员将寻求发展积极的转型文化，为所有学生提供具有挑战性的课程，并支持有效的教学，促进参与和理解（约翰逊，乌林，佩雷斯，2019年）。在该项目中进行的研究和评估旨在提高对如何最好地支持城市学校STEM教师领导的理解。关于这个项目的传播将发生在区域和国家诺伊斯社区，以及在专业期刊和专业会议上的演讲出版物。该项目的目的是生成，使硕士教学研究员将继续从事活动，将维持自己的实践后，专业发展已经结束，以及成为专家，继续帮助其他教师学习和成长。因此，该项目有可能在项目结束后很长一段时间内继续培养有效的数学和科学教师骨干。通过设计，该计划将对圣地亚哥地区学校的数学和科学教学产生深远的倍增影响。这个轨道3：硕士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。

项目成果

Using Affirming Learning Walks to Build Capacity

利用肯定学习步行来建设能力

• 发表时间: 2023
• 期刊: Journal of school administration research and development
• 作者: Ross, D. L.;Lamb, L.L.;Johnson, J.F.
• 通讯作者: Johnson, J.F.

Equity-Oriented Experiences for Emerging Teacher Leaders

新兴教师领导者的以公平为导向的经验

• DOI: 10.3102/1894426
• 发表时间: 2022
• 期刊: Paper presented at the 2022 annual meeting of the American Educational Research Asssociation Conference
• 作者: LaTona-Tequida, Talia;Ross, Donna L.;Vaughn, Meredith;Nickerson, Susan D.
• 通讯作者: Nickerson, Susan D.

Teachers Partner with Scientists to Learn the Relevance of Mathematics Through Climate Research

教师与科学家合作通过气候研究了解数学的相关性

• 发表时间: 2023
• 期刊: Notices of the American Mathematical Society
• 作者: Nickerson, S.;LaTona-Tequida, T.;Shen, S.S.P.
• 通讯作者: Shen, S.S.P.