The Mathematics Master Teacher Leadership Project

数学名师领导力项目

• 批准号: 2243225
• 负责人: Rajee Amarasinghe
• 金额: $ 142.89万
• 依托单位: California State University-Fresno Foundation
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-05-01 至 2029-04-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2243225&HistoricalAwards=false
• 关键词: Mathematics; Master; Teacher; Leadership; Project

This project will address the national need to prepare high-quality mathematics teachers who are effective in helping all students succeed. To this end the project will develop a leadership cadre of experienced and exemplary teachers to be Master Teaching Fellows (MTF) in high-need schools. This cadre will amplify the efforts of "GOTMath," a current Noyce project that is preparing a pool of diverse community college students to enroll in the university’s mathematics teacher education program. In particular, the new MTFs will serve as excellent mentors to the "GOTMath" Student-Scholars as the latter earn their STEM bachelor’s degree and become new teachers in the district’s high-need schools. The Master Teaching Fellows will be engaged in a research-based Leadership Initiative which seeks to develop the Fellows’ capacity to improve opportunities for a diverse body of students by offering inclusive mathematics experiences. The Leadership Initiative will help the Fellows to become future school leaders who can mentor less experienced teachers to be more effective. The Master Teaching Fellows will complete a Master of Science in Mathematics degree and participate in teaching and leadership workshops offered by the project’s many partners. They will become the next generation of math teacher-leaders vitally needed to create schools that are sites of success for all students.This project brings together nine partners: the Central Valley Higher Education Consortium; Fresno County Superintendent of Schools; San Joaquin Valley Mathematics Project; the California State University (CSU) Mathematics and Science Teacher Initiative; and five high-need school districts (Fresno, Sanger, Reef-Sunset, Central, and Mendota), who collectively will recruit and mentor 18 master’s-level teachers from the participating school districts. The project rests on four proven methods for building an effective teaching workforce: (1) multipurpose mentoring; (2) increasing the number of teacher-leaders who are individuals who identify as members of racial and ethnic populations that are underrepresented in STEM disciplines relative to their numbers in the general population; (3) investing in local teachers; and (4) implementation of the concept of "Lesson Study," in which a school-based community of teachers collaborates to develop and share approaches to improving classroom instruction. The project's assessment will target three questions: (1) In what ways do activities influence the participants’ understanding of mathematics teacher leadership? (2) How do activities contribute to the growth of a Fellow as a teacher of mathematics, an educational researcher, and a leader? (3) In what ways do Teacher Leaders influence their colleagues in their schools to improve mathematics teaching? The PI Team will disseminate project findings at conferences and in journals, and they will share the findings with the CSU Director of Educator Preparation to disseminate to all 23 CSU campuses. 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 teachers to become STEM master teachers in high-need school districts. It also supports research on the effectiveness and retention 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.

该项目将解决国家培养高质量数学教师的需求，这些教师能够有效地帮助所有学生取得成功。为此，该项目将培养一支由经验丰富的模范教师组成的领导骨干，成为高需求学校的教学硕士研究员（MTF）。这名干部将扩大“GOTMath”的努力，这是诺伊斯大学目前的一个项目，旨在为参加该大学数学教师教育计划的不同社区大学生做准备。特别是，新的mtf将成为“GOTMath”学生学者的优秀导师，后者将获得STEM学士学位，并成为该地区高需求学校的新教师。教学硕士研究员将参与一项以研究为基础的领导计划，旨在通过提供包容性的数学经验来发展研究员的能力，以改善不同学生的机会。领导力计划将帮助研究员成为未来的学校领导者，他们可以指导经验不足的教师提高效率。教学硕士研究员将完成数学科学硕士学位，并参加由该项目众多合作伙伴提供的教学和领导力研讨会。他们将成为新一代的数学教师领袖，他们是创造所有学生都能成功的学校所必不可少的。该项目汇集了九个合作伙伴：中央山谷高等教育联盟；弗雷斯诺县学校督学；圣华金河谷数学项目；加州州立大学（CSU）数学和科学教师计划；以及五个高需求学区（弗雷斯诺、桑格、珊瑚礁日落、中央和门多塔），他们将共同从参与的学区招募并指导18名硕士级别的教师。该项目基于四种行之有效的方法来建立一支有效的教学队伍：(1)多用途指导；(2)增加教师领袖的数量，这些教师领袖是那些被认为是STEM学科中代表性不足的种族和族裔群体成员的个人；(3)投资当地教师；(4)实施“课程研究”概念，即以学校为基础的教师社区合作开发和分享改善课堂教学的方法。该项目的评估将针对三个问题：(1)活动以何种方式影响参与者对数学教师领导的理解？(2)作为数学教师、教育研究者和领导者，活动如何促进研究员的成长？(3)教师领导通过哪些方式影响他们学校的同事来改善数学教学？项目团队将在会议和期刊上传播项目成果，并与科罗拉多州立大学教育准备主任分享研究成果，以传播到科罗拉多州立大学所有23个校区。这个Track 3：硕士教学奖学金项目是由Robert Noyce教师奖学金计划（Noyce）支持的。Noyce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，并支持经验丰富的模范K-12教师成为高需求学区的STEM大师教师。它还支持对高需求学区K-12 STEM教师的有效性和留任率的研究。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。