Math for America Los Angeles: Putting Research into Practice to Raise Teacher Quality and Retention and Student Performance

这个硕士教学奖学金（MTF）的第二阶段提案包括为美国数学洛杉矶分校（MfA LA）的一个正在进行的项目增加18名硕士教师，该项目是由南加州大学、克莱蒙特研究生大学和哈维马德学院赞助的一个合作项目。中期基金将与一组12名早期职业教师合作，在一所初中或高中建立教师领导团队，促进提高学生成绩的改革努力。mtf还将与早期职业教师进行团队教学。这种新颖的策略将加速经验丰富的教师向新教师的专业知识转移，同时使两组人都能发展他们的领导能力。该项目将与洛杉矶、克莱蒙特、波莫纳、Hacienda/La Puente、Chaffey Joint、Union、Duarte和Glendale联合学区合作开展。MfA LA的MTF项目的一个关键理念是，对于教师来说，没有比直接参与设计和协调学校和学区以学生为中心的变革工作更好的方法来培养他们的领导能力。申请人将确定学校的一些关键需求，并提出改善的努力；学生的学习成果将是这些拟议项目的核心部分。来自同一学校的硕士教师必须结对申请该项目，这样他们才有更大的机会带来真正的、持续的变化。该项目整合了教师专业发展的共同特征，转化为最高水平的学生表现。这些包括(a)将教学内容和评估知识相结合的连贯框架，(b)与教师的学校课程和学生以及州或地区的学习目标保持一致，以及(c)将学习与辅导、指导和与同事一起参与社区活动相结合。通过评估和评价产生的数据应支持这一战略的基本原理，即该战略将加强中期基金及其学生的准备和承诺。形成性和总结性评价将集中于项目目标是否已经实现以及项目活动的有效性。评估将包括通过学生调查（明尼苏达数学态度调查）、课堂观察和教师调查收集的定性和定量数据。项目成果的传播将为利用教师小组领导学校内的改革工作提供一种模式。这项工作将在数学科学研究所的年度区域和国家会议上发表。

This Master Teaching Fellowship (MTF) Phase II proposal, involves adding 18 Master Teachers to an ongoing project at Math for America Los Angeles (MfA LA), a collaborative program sponsored by the University of Southern California, Claremont Graduate University and Harvey Mudd College. The MTFs will work with a cohort of 12 early career teachers to create teams of teacher leaders within a middle or high school who can foster reform efforts that raise student achievement. MTFs will also team teach with early career teachers. This novel strategy will accelerate the transfer of expertise from experienced teachers to novice teachers, while allowing both groups to develop their leadership capacity. The project will be conducted in partnership with the Los Angeles, Claremont, Pomona, Hacienda/La Puente, Chaffey Joint, Union, Duarte, and Glendale unified school districts.A key idea of MfA LA's MTF program is that there is no better way for teachers to develop their leadership capacity than to directly engage in the work of designing and orchestrating student-centered changes in their schools and districts. Applicants will identify some critical need in their school and propose efforts to bring about improvements; student learning outcomes will be a central part of these proposed projects. Master Teachers from the same school site must apply to the program in pairs so that they will have a greater chance of bringing about real, sustained change. This project integrates the common features of teacher professional development that translate to the highest levels of student performance. These include (a) a coherent framework combining pedagogical content and assessment knowledge, (b) alignment with the teacher's school curriculum and learning goals for students, and state or district, and (c) the integration of learning with coaching, mentoring and participation in communities with colleagues among others. Data generated through assessment and evaluation should support the rationale that this strategy will enhance the preparation and commitment of the MTFs and their students. Formative and summative evaluation will focus on whether or not the project objectives have been met and the effectiveness of project activities. Assessment will include both qualitative and quantitative data collected through student surveys (the Minnesota Math Attitude Inventory), classroom observations, and teacher surveys. Dissemination of the project results will provide a model for using small teams of teachers to lead reform efforts within a school. The work will be presented at annual regional and national meetings of the Mathematics Science Research Institute.