A Partnership for the Improvement of Secondary Mathematics Teacher Preparation in the Common Core Era

这个快速项目响应新的共同核心国家数学标准（CCSS-M），国家领导的努力，由全国州长协会和首席州立学校官员理事会协调。CCSS-M为高等教育机构带来了前所未有的机遇和重大挑战。他们提示需要中学数学教师准备计划，以解决教师需要的知识变化-无论是在数学内容和教学方法。内容挑战包括CCSS-M内容标准中的主题和方法，这些主题和方法在未来教师的数学内容课程中不常见;例子包括变换几何和推理统计。CCSS-M的数学实践标准意味着需要调整数学内容课程的教学方式，以便未来的教师在这些实践中打下坚实的基础。同样，方法课程将需要包括注意教学实践，确保K-12学生达到CCSS-M的内容和实践标准。此外，计划需要与K-12机构合作，围绕CCSS-M调整实地经验。最终，有必要在教师培训方案中为中学数学教师提供的经验方面进行重大改革，以确保他们为教授CCSS-M做好准备。和其他利益相关者开始在课程研究和开发方面的合作，以确保中学数学教师教育计划有效地培养中学数学教师教授CCSS-M。领导这项工作的是科学和数学教师势在必行（SMTI），这是由公立和赠地大学协会组织的125个公共研究机构组成的联盟，旨在促进高质量的STEM教师准备，并加强对特定课程和方法的学习。大学将有资格成为CCSS-M倡议的合作伙伴，这是基于他们对参与“从基础上”重新设计其计划的承诺。伙伴关系的标准包括：（a）有关学院/学校的教务长、院长（例如，教育;艺术和科学）和部门负责人（例如，数学、课程和教学），（B）与一个或多个K-12学区建立了合作关系，以及（c）有一个由数学家、数学教育工作者和附属K-12学校工作人员组成的团队致力于该倡议的工作。合作伙伴同意参与课程，单元，工具，教学方法和评估的开发和测试有用的中学数学教师准备计划的重新设计。该方案的一项主要活动是召开一次会议，将合作伙伴聚集在一起，进一步确定机构改革的全部工作范围，包括确定有效教师培训的特点，并确定在重新确定中学数学教师培训方面的优先行动。会议的一个主要成果是一份报告，概述了与会者的调查结果，并形成了随后的研究和开发路径的基础上，重新设计的教师准备计划将由高等教育的7-9核心机构沿着与他们的K-12合作伙伴。该报告将分发给更大的社区，包括SMTI机构内的个人以及非SMTI成员，以供反应和考虑作为其教师准备方案的框架。

This RAPID project responds to the new Common Core State Standards for Mathematics (CCSS-M), a state-led effort coordinated by the National Governors Association and the Council of Chief State School Officers. The CCSS-M brings both unprecedented opportunities and significant challenges for institutions of higher education. They prompt the need for secondary mathematics teacher preparation programs to address changes in the knowledge that teachers need - both in mathematical content and in instructional approaches. Content challenges include topics and approaches in the content standards in the CCSS-M that are not commonly addressed in mathematics content classes taken by prospective teachers; examples include transformational geometry and inferential statistics. The CCSS-M's Standards for Mathematical Practice imply the need for adjustments in how mathematics content courses are taught so that prospective teachers develop a strong grounding in these practices. Similarly, methods courses will need to include attention to instructional practices that ensure K-12 students achieve the CCSS-M content and practice standards. In addition, programs need to work with K-12 institutions to align field experiences around the CCSS-M. Ultimately, significant changes will be necessary in the experiences that preservice secondary mathematics teachers are provided in their teacher preparation programs to ensure that they are prepared to teach the CCSS-M.The RAPID work involves development of a partnership of universities, K-12 education, and other stakeholders to begin collaboration on the curriculum research and development needed to ensure that secondary mathematics teacher education programs effectively prepare secondary mathematics teachers to teach the CCSS-M. Leading the effort is the Science and Mathematics Teacher Imperative (SMTI), a coalition of 125 public research institutions organized by the Association of Public and Land-grant Universities to stimulate high quality STEM teacher preparation and enhance learning across specific programs and approaches. Universities will qualify as partners in this CCSS-M initiative based on their commitment to engage in "ground-up" redesign of their program. Criteria for partnership include: (a) administrative support from the provost, deans of relevant colleges/schools (e.g., Education; Arts and Sciences), and department heads (e.g., Mathematics, Curriculum and Instruction), (b) established collaborations with one or more K-12 school districts, and (c) the existence of a team of mathematicians, mathematics educators, and affiliated K-12 school personnel committed to work on the initiative. Partners agree to participate in the development and testing of courses, units, tools, instructional approaches, and assessments useful in the redesign of their secondary mathematics teacher preparation programs. A major activity of the RAPID is a conference that will bring partners together to further define the full scope of work for institutional change, including defining characteristics of effective teacher preparation and identifying priorities for action in redefining secondary mathematics teacher preparation. A key product of the conference is a report that outlines findings of the attendees and forms the basis for a subsequent research and development path for redesign of teacher preparation programs to be developed by 7-9 core institution of higher education along with their K-12 partners. This report will be distributed to the larger community, including individuals within institutions of the SMTI as well as non-SMTI members, both for reaction and for consideration as a framework for their teacher preparation programs.