Minneapolis and St. Paul Area Merging to Achieve Standards Project (MASP)2

ESI 9618741托马斯邮政编码 明尼阿波利斯和圣保罗地区合并以实现标准项目（MASP）2明尼阿波利斯/圣保罗大都市区的24个K-12学区将全面合作参与该项目。 到2002年，将有500名教师，代表这些地区所有或几乎所有7-12年级的数学教师，向各种各样的学生教授基于标准的课程。 该项目将为大明尼阿波利斯/圣保罗地区及其他地区的所有教师在所有学校系统地实施该计划创造必要的条件和基础设施。 该项目在操作上将“实施基于标准的课程”定义为教授一个（或多个）新的NSF初中或高中课程项目或更新的课程包，这些课程与全国数学教师理事会的学校数学课程评价标准、数学教学专业标准、学校数学评估标准和其他支持文件有直接和可验证的联系。 该项目将提供各种持续的教师支持结构，并在多个时间框架内，教师团队可以实施基于标准的课程。 那些从一开始就全面实施这一课程的人将参加为期两周的暑期密集讲习班，讨论与新课程有关的内容和教学法，然后在星期六或课后讲习班上进行学年工作人员发展和辅导。 在第二年减少指导人数后，将完成一系列赞助的专业发展活动。 一组平行的讲习班将帮助其他教师选择和实施基于标准的课程的部分内容，并准备在（MASP）2的随后几年进入全面实施阶段。 每位教师将获得至少130小时的专业发展活动。 该项目将与各区合作，协助确定和选择课程材料，并通过认知辅导和领导能力讲习班培训和支持导师。 这些导师/领导人将是伙伴学区正在实施的课程的核心。 本项目的一个主要目标是开发和实施一种可复制的模式，用于大规模的重大课程改革的选择和实施。 该模式是基于长期的，有目的的和有计划的专业发展为每个7-12参与数学教师，并在每所学校的长期，熟练的领导团队的发展。

ESI 9618741 Thomas Post Minneapolis and St. Paul Area Merging to Achieve Standards Project (MASP)2 Twenty-four Minneapolis/St. Paul metropolitan area K-12 school districts, acting in a comprehensive collaboration, will participate in this project. By the year 2002, five hundred teachers, representing all or nearly all grade 7-12 mathematics teachers in these districts, will be teaching a standards based curriculum to very diverse populations of students. This project will create a critical mass and an infrastructure for the development of a systemic implementation in all schools by all teachers in the Greater Minneapolis/St. Paul area and beyond. This project operationally defines "implementing a Standards Based Curriculum" as teaching one (or more) of the new NSF middle or high school curriculum projects or newer curricula packages which have direct and verifiable linkages to the National Council of Teachers of Mathematics Curriculum & Evaluation Standards for School Mathematics, Professional Standards for Teaching Mathematics, Assessment Standards for School Mathematics and other supporting documents. The project will provide for a variety of ongoing teacher support structures, and, for multiple time-frames within which teacher teams can implement Standards Based Curricula. Those who will, from the beginning, fully implement such a curriculum, will attend a two-week intensive summer workshop on both content and pedagogy related to the new curricula followed by academic year staff development and mentoring at Saturday or after school workshops. A reduced level of mentoring during the second year will complete the set of sponsored professional development activities. A parallel set of workshops will prepare other teachers to select and implement portions of a Standards Based Curricula and prepare to move to the full implementation stage in succeeding years of (MASP)2. Each teacher will receive at least 130 hours of professional development activity. The project will work w ith districts to assist in the identification and selection of curriculum materials and to train and support mentors through cognitive coaching and leadership workshops. These mentor/leaders will be the core of the ongoing implementation of curricula in partner school districts. A major goal of this project is to develop and implement a replicable model for large scale selection and implementation of major curriculum reform. The model is based on long-term, purposeful and planned professional development for each 7-12 participating mathematics teacher, and on the development of long-range, skilled leadership teams in every school.