Teacher Enhancement Academy for Mathematics (TEAM)

这个为期两年半的项目涉及教师、大学教职员工、家长、学生、退休教师和学区工作人员，将显著提高一个以少数民族为主的城市学区32名准备不足的八年级数学教师的数学背景和教学技能。在整个项目期间，纽约城市大学（CUNY）的教师和硕士教师将为参与者提供与课程相关的数学指导。在学年期间，参与者还将在周六数学学院练习和提高他们的教学技巧，该学院有80名成绩不佳的学生和他们的父母参加。他们将轮流教授学生，观察同事的教学情况，并就支持家庭学习的方式向家长提出建议。退休教师将担任参与者的导师，并帮助他们将星期六数学学院的经验转化为日常课堂。评估将涉及参与者、他们的学生和他们的学生家长，在项目结束时，将为其他感兴趣的学区的行政人员举行宣传会议。该项目是城市学院和纽约市第10学区的合作项目，双方共同出资286,478美元分担费用。它将广泛的教学内容与定期实践新学教学技巧的机会相结合，为显著提高准备不足的教师的资格提供了一种模式，可以被其他城市学区复制。

This two-and-one-half year project involving teachers, university faculty, parents, students, retired teachers, and school district personnel will significantly enhance the mathematics background and pedagogical skills of thirty-two underprepared eighth-grade mathematics teachers in a predominantly minority urban school district. Throughout the duration of the project, City University of New York (CUNY) faculty and master teachers will provide the participants with mathematics instruction in areas relevant to the curriculum. During the academic year, participants will also practice and improve their teaching techniques in a Saturday Mathematics Academy attended by eighty underachieving students and their parents. On a rotating basis, they will teach the students, observe their colleagues' teaching, and advise parents on ways in which they can support learning at home. Retired teachers will serve as mentors for the participants and will assist them in translating their experiences from the Saturday Mathematics Academy into their regular classrooms. The evaluation will involve participants, their students, and their students' parents, and, at the end of the project, a dissemination meeting will be held for administrators from other interested school districts. The project is a collaboration between City College and New York City School District 10, which are contributing $286,478 in cost-sharing. Its combination of extensive instruction in content with regular opportunities to practice newly learned teaching techniques provides a model for significantly improving the qualifications of underprepared teachers that could be replicated by other urban school districts.