Math for America Los Angeles: Elevating Mathematics and Computer Science Instruction through Teacher Leadership

诺伊斯轨道3：硕士教师奖学金项目旨在解决高需求学区获得高质量数学和计算机科学教育机会不平等的问题。造成这种不平等的原因之一是中学缺乏高效的数学和计算机科学教师。该项目旨在（1）改善大洛杉矶地区中学获得高质量数学和计算机科学教学的机会;（2）通过强化专业发展培养教师领导者;（3）研究教师参与实践社区与教师领导能力发展之间的关系。该项目将涉及南加州大学、哈维穆德学院、大洛杉矶地区的六个学区以及非营利组织“美国数学洛杉矶”之间的合作。 该项目将资助两个队列共34名硕士教学研究员，以满足他们学校涉及数学和/或计算机科学的各种关键需求。来自同一所学校的教师将被选为研究员。研究员将为他们学校的数学和/或计算机科学教学需求创建一个改进计划。他们还将参加每月的专业发展会议，由研究人员设计的夏季计算机科学培训，以及与他们学校的研究员一起进行的学术团队教学。除了帮助教师在其部门和学校内进行可持续的变革外，该项目还将探索有效的手段，支持将计算和数学纳入中学教学。此外，该项目将产生关于教师参与实践社区、发展教师领导能力以及发展教师公平和雄心勃勃的教学实践之间关系的新知识。这种系统性改进有可能在高需求地区的STEM教学中产生更公平的结果。该奖项反映了NSF的法定使命，并且通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

Noyce Track 3: Master Teacher Fellowships project seeks to address the problem of unequal access to quality mathematics and computer science education in high-need school districts. One reason for this inequity is a shortage of highly-effective mathematics and computer science teachers in secondary schools. This project aims to (1) improve access to high-quality mathematics and computer science instruction in secondary schools in the greater Los Angeles area; (2) cultivate teacher leaders through intensive professional development; and (3) conduct research on the relationship between teachers' participation in communities of practice and their development of teacher leadership. The project will involve collaborative efforts between University of Southern California, Harvey Mudd College, six school districts in the greater Los Angeles area, and the nonprofit Math for America Los Angeles. This project will fund a total of 34 Master Teaching Fellows over two cohorts to meet varying critical needs involving mathematics and/or computer science in their school. Pairs of teachers from the same school will be selected as Fellows. Fellows will create an improvement plan for their schools' mathematics and/or computer science instructional needs. They will also participate in monthly professional development meetings, summer computer science training designed by the investigators, and academic team teaching with Fellows at their school. In addition to helping teachers produce sustainable change within their departments and schools, this project will also explore effective means to support the integration of computing and mathematics in secondary instruction. In addition, this project will produce new knowledge about the relationship between teachers' participation in communities of practice, the development of teacher leadership, and the development of teachers' equitable and ambitious teaching practices. Such systemic improvements have potential to produce more equitable outcomes in STEM instruction in high-need districts.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.