Preparing, Supporting, and Retaining Elementary Mathematics Specialists in High-need Urban Schools

该项目旨在满足国家增加高需求城市学校小学数学专家数量的需求。将基础数学专家纳入教师团队有可能系统地改善数学教育，培养学生取得成功的数学能力，并提高学生的数学成绩。 在美国，能够达到高水平数学学习的学生太少，而数学成绩上持续存在的差距更是雪上加霜。 该项目旨在提高小学数学教师的效率和教师领导力，这些小学的许多学生有很大的经济需求，并且来自传统上在 STEM 领域代表性不足的群体。 该项目的重点是招募、准备、支持和保留小学数学专家，他们提供严格的数学教学并担任数学教师领导者。 佐治亚州立大学的这个项目包括与亚特兰大都市区学区格温内特县公立学校和非营利组织 Corners Outreach 的合作伙伴关系。 项目目标包括：（1）从服务于代表性不足的学生群体的高需求学校招募成功的、经验丰富的、多元化的小学数学教师，成为小学数学专家； (2) 通过两个大学认可计划的循证准备，增加这些学校的基础数学专家的数量； （3）培养高效数学教师和教师带头人的基础数学专家； (4) 支持和留住小学数学专家，让他们在这些学校担任教师领导，包括指导大学教师候选人。 这个为期五年的项目将涉及 26 名在职小学教师，旨在促进数学公平和机会，支持高需求学校保留教师，并将教师候选人纳入招聘渠道。 该项目的教师将通过完成 K-5 数学认可和教师支持与辅导认可，为成为基础数学专家做好准备并获得支持。除了完成这两项认可外，教师还将参与专业学习社区和一对一指导。 涉及混合方法的评估和研究将展示有意和持续的项目组成部分如何影响基础数学专家的数学内容知识、教学实践、信念和教师领导技能。 研究结果有可能增进对数学教师教育和专业发展领域的理解，特别是高需求学校的基础数学专家的理解。此轨道 3：名师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。

The project aims to serve the national need of increasing the number of elementary mathematics specialists in high-need urban schools. Inclusion of an elementary mathematics specialist on a team of teachers has potential to systemically improve mathematics education, build students’ mathematical capacity to succeed, and increase student achievement in mathematics. Too few students in the U.S. are attaining high levels of mathematics learning, compounded by persisting gaps in mathematics achievement. This project aims to improve mathematics teacher effectiveness and teacher leadership in elementary schools in which many students have great economic needs and are from groups that are traditionally underrepresented in STEM fields. The project focuses on the recruitment, preparation, support, and retention of elementary mathematics specialists who deliver rigorous mathematics instruction and serve as mathematics teacher leaders. This project at Georgia State University includes partnerships with the metro Atlanta school district Gwinnett County Public Schools and the nonprofit Corners Outreach. Project goals include to: (1) recruit successful, experienced, and diverse elementary mathematics teachers from high-need schools that serve underrepresented student populations to become elementary mathematics specialists; (2) increase the number of elementary mathematics specialists in these schools through evidence-based preparation in two university endorsement programs; (3) develop elementary mathematics specialists who are highly effective mathematics teachers and teacher leaders; and (4) support and retain elementary mathematics specialists as they serve as teacher leaders, including coaching university teacher candidates, in these schools. This five-year project will involve 26 in-service elementary teachers, aiming to promote mathematics equity and access, support teacher retention in high-need schools, and situate teacher candidates in a hiring pipeline. The project's teachers will be prepared and supported as elementary mathematics specialists through completion of the K-5 Mathematics Endorsement and Teacher Support & Coaching Endorsement. In addition to completing these two endorsements, teachers will also engage in a Professional Learning Community and one-on-one mentoring. Evaluation and research involving mixed methods will demonstrate how the intentional and continuous project components affect the mathematical content knowledge, instructional practices, beliefs, and teacher leader skills of elementary mathematics specialists. Results have the potential to advance understandings in the areas of mathematics teacher education and professional development, particularly of elementary mathematics specialists in high-need schools. This Track 3: Master Teacher 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.