Developing Elementary Mathematics Instructional Leaders (DEMIL)

这个诺伊斯能力建设项目是波特兰州立大学和希尔斯伯勒学区教师的合作努力，以增加该地区高需求公立小学中有才华的STEM教师的数量。 该项目的目标是通过提高首批7名教师的能力来建设能力，使他们能够在各自学校担任教师/领导人和新教师的导师。 因此，硕士教学研究员将参加课程学习，并根据已被证明可以提高学生在数学实践中的参与度的数学方法来计划课程。 然后，他们将在课堂上与由同事组成的学习社区合作实施这些课程。 该项目将建立一个数学教师沿着专业连续体（专家到新手）的专业发展模式。该项目基于行动理论，主张以课程为基础的学习与以课堂为基础的学习相结合，将使教学实践去私有化，使硕士研究生有更多的机会在教学过程中进行有效的探究和分析。 研究人员假设，这种专业发展模式将提供“结缔组织”，研究表明，在教师教育中缺乏。 这种模式还提供了一个共同的重点，增加学生参与数学实践中定义的共同核心国家数学标准。 形成性和总结性评价将用于监测实现项目目标的进展情况，并为未来实施专业模式的可能修订提供信息，包括扩大规模。 课堂文物（教学质量评估），学习社区的观察，焦点小组访谈将收集和分析，以提供洞察力，以了解学生的数学成绩是否会提高循证教学，重点是他们在数学推理，意义的参与，和话语。

This Noyce Capacity Building project is a collaborative effort by faculty at Portland State University and the Hillsboro School District to increase the number of talented STEM teachers in high-needs public, elementary schools in the region. The goal of the project will be to build capacity by improving the capabilities of an initial cohort of seven master teachers to serve as teacher/leaders in their schools and mentors for new teachers. Thus, the Master Teaching Fellows will participate in coursework to learn about and plan lessons based on pedagogies that have been shown to increase student engagement in mathematical practices. They will then implement these lessons in the classroom in collaboration with a learning community composed of their colleagues. The project will establish a model for the professional development for mathematics teachers along the professional continuum (expert to novice).The project is based on a theory of action, which claims that course-based learning coupled with the classroom-based learning will deprivatize instructional practice, availing the Master Teaching Fellows with a greater opportunity to perform effective inquiry and analysis as they teach. The investigators hypothesize that this professional development model will supply the "connective tissue" that research has shown to be missing in teacher education. This model also provides a common focus on increased student engagement in mathematical practices defined by the Common Core State Standards in Mathematics. Formative and summative evaluation will be used to monitor progress toward the project goal and to inform potential revisions of the professional model for future implementation including scaling up. Classroom artifacts (Instructional Quality Assessment), learning community observations, and focus group interviews will be collected and analyzed to provide insight into whether or not student achievement in mathematics will be improved by evidence-based instruction that focuses on their engagement in mathematical reasoning, sense making, and discourse.