Developing Exemplary Mathematics Teacher Leaders for High-Need Schools: Content, Equity and Leadership

该项目旨在满足国家对高需求学校中更多优秀数学教师领导者的需求。这些学校的学生不太可能成为国家未来STEM劳动力的一部分。 因此，提高数学教学质量是扩大STEM参与和提高国家在全球经济中的竞争力的关键。该项目将侧重于大波士顿地区高需求学区的数学教师。它将连接数学家，数学教育工作者，教师和导师专家，以创建一个专注于数学内容，公平的教学和学习方法以及教师领导力发展的专业社区。作为该项目的一部分，一个广泛的数学教师群体将系统地学习指导和领导技能。然后，这些教师将利用他们的领导技能，以改善他们的学校和地区的专业发展。 波士顿学院的这个项目包括与波士顿和里维尔公立学校以及教育发展中心的合作伙伴关系，教育发展中心是一个全球性的非营利组织，专注于为学生，教师和从业者提供教育课程和资源的创新。该项目将提供一个全面的，为期五年的专业领导力发展计划，为14个示范性的硕士教学研究员，在两个队列的7名教师。这些教师将准备在他们的学校和他们任教的高需求学区担任领导角色。三方方法将侧重于通过参与真实的数学经验来发展数学专业知识，开发促进公平教学法和学校成果的工具，并系统地发展导师和领导技能。项目评估将包括教师在内容知识方面的收获、注重公平的教学法的使用以及项目活动的广泛影响。该项目将作为一个模型，结合学科专业知识与对美国多元化课堂的理解，并与发展领导力，在准备教师为我们国家的日益多样化的课堂至关重要的组合。这个轨道3：硕士教学奖学金项目是通过罗伯特诺伊斯教师奖学金计划（诺伊斯）的支持。诺伊斯计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师和经验丰富的模范K-12 STEM教师，成为高需求学区的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智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

This project aims to serve national need for a greater number of outstanding mathematics teacher leaders in high-need schools. The students in these schools are less likely to become part of the nation's future STEM workforce. Thus, increasing the quality of mathematics teaching is a critical need for broadening participation in STEM and increasing the nation's competitiveness in the global economy. This project will focus on master mathematics teachers in high-need school districts in the greater Boston area. It will connect mathematicians, mathematics educators, teachers, and mentor experts to create a professional community focused on mathematics content, equitable teaching and learning approaches, and teacher leadership development. As a part of the project, a broad group of mathematics teachers will systematically learn mentorship and leadership skills. These teachers will then draw on their leadership skills to improve professional development in their schools and districts. This project at Boston College includes partnerships with the Boston and Revere Public Schools and with the Education Development Center, a global nonprofit with a focus on innovation in education curriculum and resources for students, teachers, and practitioners. The project will offer a comprehensive, five-year program of professional leadership development for 14 exemplary Master Teaching Fellows, within two cohorts of seven teachers each. These teachers will be prepared to assume leadership roles in their schools and within the high-need school districts in which they teach. A tripartite approach will focus on developing mathematical expertise through engagement in authentic mathematical experiences, developing tools to promote equitable pedagogy and school outcomes, and on systematically developing mentorship and leadership skills. Project evaluation will include teachers' gains in content knowledge, use of equity-focused pedagogy, and broader impacts of the project activities. This project will serve as a model for combining disciplinary expertise with an understanding of the diverse U.S. classroom and with developing leadership, a combination of critical importance in preparing teachers for our nation's increasingly diverse classrooms. This Track 3: Master Teaching Fellowships project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 STEM teachers to become STEM master teachers in high-need school districts. It also supports research on the persistence, retention, and effectiveness of K-12 STEM 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.