Lead Learners in Mathematics: Cultivating Leadership to Support Mathematics Education Reform in Boston

这个为期5年的保留和更新提案，针对波士顿公立学校，建立在EDC和TERC广泛的专业发展工作的基础上。 “培养领导能力以支持波士顿小学数学教育改革”项目的目标是大约400名教师领导，他们参加了200多个小时的专业发展。 行政领导人参加超过45小时的专业发展，另有600名教师通过每所学校的领导工作参加至少130小时的专业发展。 旨在加强参与者数学教学实践的专业发展将支持学校实施数字、数据和空间调查。 波士顿的所有87所小学都将得到该项目的支持。此外，该项目的目标是七所精心挑选的学校，这些学校的教师和管理人员的领导地位稳固，全校都重视数学教学。 这些“学习网站学校”将作为该地区其他学校的资源，提供机会了解教师和管理人员的领导力是如何发展的，如何在学校内利用领导力，以及如何在全校范围内关注数学教学和学习。 另外两所学校，一所没有支持改革的基础设施，另一所只有支持这些努力的最低限度的基础设施，将得到广泛的支助。 将进行研究，记录处于改革不同阶段的学校的变化过程。

This 5-year Retention and Renewal proposal, targeting Boston Public Schools, builds on the extensive professional development work of EDC and TERC. The"Cultivating Leadership to Support Elementary Mathematics Education Reform in Boston" project, targets approximately 400 teacher leaders who participate in over 200 hours of professional development. Administrator leaders participate in over 45 hours of professional development, and an additional 600 teachers participate in at least 130 hours of professional development through the leadership work in each school. The professional development designed to strengthen participants' mathematics teaching practice will support schools in the implementation of the Investigations in Number, Data and Space. All 87 elementary schools in Boston will be supported by this project. In addition the project targets seven carefully selected schools where teacher and administrator leadership is firmly in place and there is a school-wide focus on mathematics teaching and learning. These "Learning Site Schools" will serve as resources to other schools in the district, providing opportunities to learn about how teacher and administrator leadership is developed, how leadership is leveraged within a school, and how a school-wide focus on mathematics teaching and learning is created and sustained. Two additional schools, one without the infrastructure to support reform and one with minimal infrastructure to support these efforts, will receive extensive support. Research documenting the change process for schools at different stages of reform will be conducted.