North Carolina Partnership for Improving Mathematics and Science (NC-PIMS)

北卡罗来纳改善数学和科学伙伴关系(NC-PIMS)是北卡罗来纳大学总局(东卡罗来纳大学、费耶特维尔州立大学、北卡罗来纳大学彭布罗克大学和北卡罗来纳大学威尔明顿大学)和北卡罗来纳大学数学和科学教育网络(UNC-mSen)的四个合作伙伴机构共同努力的结果，该网络在三个大学中心设有中心。靠近这些中心的学区合作伙伴有17个。另一个合作伙伴是北卡罗来纳州公共指导部。合作学区的学生人数超过20万(其中40%以上被归类为少数族裔)，与州平均水平相比，它们都具有农村和贫困的共同特征。为了帮助学区增加学生的科学和数学学习，同时缩小目前的成绩差距，NC-PIMS有三个重点：1.制定支持数学和科学教学的政策和地区领导。这些努力包括：(A)成立一个国家咨询委员会，以协调政策并改善地区和国家机构之间的沟通；(B)建立地区领导小组，以帮助将该项目纳入地区改革工作；以及(C)将协助教师提高教学内容深度的STEM专业人员。为教师提供专业发展和支持。活动包括：(A)雇用全职辅导员，他们将提供专业发展并为教师提供直接支持；(B)对将成为模范教师并为同龄人提供服务的建筑级带头教师(指定的小学教师和初中和高中系主任)进行教育；(C)创建和提供11个科学和数学专业发展课程。实施学生参与活动，鼓励学生继续从事科学和数学学习。例子包括：(A)校外学生活动，以激发8岁以下学龄前儿童的学习动机；(B)为家长举办情况介绍会，以协助他们支持儿童的学习。

The North Carolina Partnership for Improving Mathematics and Science (NC-PIMS) is a joint effort between 4-partner institutions of the University of North Carolina General Administration (East Carolina University, Fayetteville State University, University of North Carolina-Pembroke and the University of North Carolina Wilmington) and the University of North Carolina Mathematics and Science Education Network (UNC-MSEN) which has centers at three university hubs. School district partners number 17 in proximity to those hubs. An additional partner is the North Carolina Department of Public Instruction. The partner districts have a student population in excess of 200,000 (with over 40% classified as minority) and share the common characteristics of being rural and poor relative to state averages. To help the school districts increase student learning of science and mathematics while simultaneously decreasing current achievement gaps, NC-PIMS has three foci:1. To develop Policies and District Leadership that support mathematics and science instruction. Efforts include: (a) establishment of a State Advisory Board to align policies and improve communication between districts and state agencies; (b) establishment of District Leadership Teams to help integrate the project within district reform efforts; and (c) STEM professionals who will assist teachers in enhancing the depth of content in instruction.2. To provide Teacher Professional Development and Support. Activities include: (a) hiring full-time Facilitators who will deliver professional development and provide direct support to teachers; (b) education of building-level Lead Teachers (designated elementary teachers and department chairs of middle and high schools) who will become model teachers and provide inservice for peers; and (c) creation and delivery of eleven professional development courses in science and mathematics.3. Implementation of Student Engagement activities that encourage students to remain engaged in science and mathematics learning. Examples include: (a) out-of-school student activities to generate motivation in preK-8; and (b) information sessions for parents to assist them in supporting children's learning.