Learning to Work with the Public in the Context of Local Systemic Change

9908602PARKER“学习在当地系统变化的背景下与公众合作”是一项为期五年的教师增强计划，旨在建立一个知识库，并为教师和管理人员开发必要的工具和资源，以与他们的父母和公众接触，追求高质量的数学，并准备教师领导和管理人员在他们的学校成功地领导这些努力。 该项目有三个主要组成部分：（1）与教师、行政人员、学校董事会、家长和公众在战略性地点的、目前和可能得到国家基金会支持的地方系统性变革社区开展有重点和持续的工作;（2）根据项目的研究/结果，为家长/公众设计和编写数学课程和材料，以及培养教师领导和行政人员在其社区内举办这些会议;以及（3）传播会议和其他外联活动。更具体地说，该项目将（a）开展研究，确定对父母和公众进行成功干预的关键因素，（B）编写可供首席教师和其他教育领导人使用的材料，以便与同龄教师和其所在社区的广大公众合作，（c）提供支持实施所需的专业发展。 该项目的工作计划是围绕以下问题制定的： (1)如何才能确保公众了解数学教育中的问题，并了解为了理解而教授重要和相关的数学意味着什么？(2)知识渊博的公众会支持和/或积极倡导数学改革吗？ 如果是，其倡导的性质是什么？(3)知识渊博和/或积极主动的公众将对当前和潜在的地方系统性变革（LSC）项目的努力产生什么影响，以提高学校数学教学的质量？(4)在数学重组工作中，是否有父母参与必不可少的关键时刻？ 如果是，这些时间是什么时候以及所需支持的性质是什么？(5)在为家长和公众设计和提供成功的数学教育课程时，需要考虑哪些关键问题和注意事项？(6)教师领导者在自己的社区内工作，最能实现什么样的公众参与？ 地方领导人需要什么样的支持才能成功地与家长和公众合作？(7)什么样的公众参与可以最好地完成由国家数学教育领导人谁进入社区在有限的基础上？在该项目中要执行的工作是精心设计的努力，以发展一个更基于实践的理解生产性的公众参与，以支持质量数学所需的关键要素。 参与工作计划的研究中心包括波特兰（俄勒冈州）、圣弗兰（科罗拉多州）和旧金山（加利福尼亚州）。 资源和工具（例如，计划提供的培训材料（可交付成果）包括教师领导和行政人员在与同龄教师以及家长和公众合作时可以使用的专业发展材料;可能对这些专业发展课程有用的粗略录像带;以及一个网站。 费用分摊来自参与的学区以及埃克森和英特尔基金会。

9908602PARKER"Learning to Work with the Public in the Context of Local Systemic Change" is a five-year Teacher Enhancement initiative to build a knowledge base and develop the necessary tools and resources for teachers and administrators to engage with their parents and public in pursuit of quality mathematics, and to prepare teacher leaders and administrators to successfully lead these efforts in their schools. The project has three major components: (1) focused and sustained work with teachers, administrators, school boards, parents and the public in strategically located current and potential NSF-supported Local Systemic Change communities; (2) the development and implementation of mathematics sessions and materials designed for parents/public and informed by the project's research/findings, and the preparation of teacher leaders and administrators to conduct these sessions within their own communities; and (3) dissemination conferences and other outreach activities.More specifically, the project will (a) engage in studies that identify the elements critical for successful intervention with parents and the public, (b) develop materials that can be used by lead teachers and other educational leaders to work with peer teachers and the broader public in their home communities, and (c) provide the professional development necessary to support implementation. The plan of work for the project is designed around the following questions: (1) What does it take to secure a public that is knowledgeable of issues in mathematics education and knowledgeable of what it means to teach important and relevant mathematics for understanding?(2) Will a knowledgeable public support and/or actively advocate for mathematics reform? If so, what is the nature of their advocacy?(3) What impact will a knowledgeable and/or proactive public have on the efforts of current and potential Local Systemic Change (LSC) projects to improve the quality of mathematics instruction in schools?(4) Are there critical times during mathematics restructuring efforts when parent engagement is essential? If so, what are those times and what is the nature of support needed?(5) What are the critical issues and caveats that need to be considered in designing and delivering successful mathematics education sessions for parents and the public?(6) What kinds of public engagement can best be accomplished by teacher leaders working within their own communities? What kinds of support do local leaders need in order to work successfully with parents and the public?(7) What kinds of public engagement can best be accomplished by national mathematics education leaders who come into a community on a limited basis?The work to be performed in the project is a carefully designed effort to develop a more practice-based understanding of the critical elements needed for productive public involvement in support of quality mathematics. Sites participating in the plan of work are Portland (OR), St. Vrain (CO), and San Francisco (CA). Resources and tools (e.g., deliverables) planned include professional development materials that can be used by teacher leaders and administrators as they work with peer teachers, as well as with parents and the public; rough-cut video tapes that are potentially useful in these professional development sessions; and a website. Cost sharing is derived from participating school districts and the Exxon and Intel Foundations.