Alabama Mathematics Master Teaching Fellowship: Preparing Leaders for Underserved Schools

在罗伯特·诺伊斯教师奖学金计划的支持下，这个轨道3：硕士教学奖学金项目旨在服务于提高高效数学教师领导者发展的国家需求。该项目涉及的伙伴关系之间的大学塔斯卡卢萨，塔斯卡卢萨市学校，塔斯卡卢萨县学校系统，和亚拉巴马理事会的数学教师。 该项目将向24名数学教师提供研究金，并支持他们发展成为数学教师领导专家。通过一系列的专业发展和领导经验，研究员将努力获得国家委员会认证，成为他们的学校和地区，以及在亚拉巴马州的领导者。 该项目旨在为大学50英里半径内的高需求学校的数学教师专业发展的成功做出贡献。该项目将侧重于培养经验丰富的模范教师：（1）成为所在学校/地区的教学专家;（2）为所在学校或地区的其他教师提供专业发展机会;（3）成为学校或地区的领导者，在担任任课教师的同时，担任数学系主任、教学教练、行动研究人员和/或早期职业教师的导师;（4）协助建立一个高容量的网络，为优秀的数学教师提供优质的临床经验;（5）在专业会议和会议中发挥州和国家的领导作用，特别是数学教师的亚拉巴马理事会年度秋季论坛。通过指导塔斯卡卢萨及其周边地区学校的在职和兼职教师，该奖项支持的硕士教学研究员有可能通过改善数千名学生的数学学习来扩大STEM管道，其中许多学生在农村和/或高需求学校。该项目研究计划将研究培训模式的有效性，其中包括教师的研究生课程，管理人员的专业发展，以及与利益相关者的合作。 本研究的结果有助于了解如何支持领导，实践和学习，以提高数学教育和学生的参与度。 诺伊斯计划支持有才华的STEM本科专业和专业人士成为高需求学区的有效K-12 STEM教师，以及经验丰富和模范的K-12 STEM教师成为STEM硕士教师。该奖项反映了NSF的法定使命，并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。

With support from the Robert Noyce Teacher Scholarship Program, this Track 3: Master Teaching Fellowships project aims to serve the national need of improving the development of highly effective mathematics teacher leaders. The project involves a partnership between the University of Alabama-Tuscaloosa, the Tuscaloosa City Schools, the Tuscaloosa County School System, and the Alabama Council of Teachers of Mathematics. The project will provide fellowships to 24 mathematics teachers and support their development into mathematics teacher leader specialists. Through a sequence of professional development and leadership experiences, Fellows will work toward earning National Board Certification to become leaders in their schools and districts, as well as in the state of Alabama. The project aims to contribute to the success of mathematics teachers' professional development in high-need schools within a 50-mile radius of the University. The project will focus on preparing experienced and exemplary teachers to: (1) become instructional experts in their school/district ; (2) provide professional development to other teachers in their school or district; (3) become school or district leaders who, while remaining as classroom teachers, serve as mathematics department chairs, instructional coaches, action-researchers, and/or mentors of early-career teachers; (4) assist in building a high-capacity network for exceptional quality clinical experiences for preservice mathematics teachers; and (5) take on state and national leadership roles in professional meetings and conferences, specifically the Alabama Council of Teachers of Mathematics' annual fall forum. By mentoring inservice and preservice teachers in schools in and around Tuscaloosa, the Master Teaching Fellows supported by this award have the potential to broaden the STEM pipeline by improving the mathematics learning of thousands of students, many of whom are in rural and/or high-need schools. The project research plan will examine the effectiveness of a training model that includes graduate coursework for teachers, professional development for administrators, and collaborations with stakeholders. Results of this research can contribute to understanding how to support leadership, practice, and learning to improve mathematics education and student engagement. The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers in high-need school districts and experienced and exemplary K-12 STEM teachers to become STEM master teachers. It also supports research on the persistence, retention, and effectiveness of K-12 teachers in high-need school 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.