Mountaineer Mathematics Master Teachers: Supporting Teacher Leadership and Networked Improvement of Mathematics Education in West Virginia

该项目旨在满足国家发展和支持高效数学教师作为教师领导者的需求。该项目建立在西弗吉尼亚州的一个成功的模式，合作，教师主导的数学教学和学习的改善。该项目旨在确定，支持和授权40名经验丰富的和示范性的中学数学教师在西弗吉尼亚州。在他们的时间作为硕士教学研究员，这些教师将导致努力提高数学教学和学习，全州。在这项工作中，他们将应用改进科学和网络改进社区的工具。 通过这种方法，教师自己将识别和解决数学课堂上的具体问题。 硕士研究生将通过“计划-实施-行动-学习循环”反复测试和衡量新方法的成果。最终，硕士教学研究员将增加他们在数学内容，数学教学法，数学教育的机会和公平问题以及领导力方面的知识和技能。西弗吉尼亚大学的这个项目包括课程教学/扫盲研究系，数学系和STEM教育卓越中心之间的内部合作伙伴关系。 它还包括与西弗吉尼亚州教育部的外部合作伙伴关系，这将提供重大的财政承诺，以及包括波卡洪塔斯县学校在内的多个高需求县学区。支持该项目目标的其他合作伙伴包括西弗吉尼亚州数学教师理事会、西弗吉尼亚州公共教育协作组织和卡内基教学促进基金会。该项目包括以下预期成果：1）40名硕士教学研究员将积极参与并扩大网络，以改善他们自己的数学教学实践以及他们作为教师领导者的实践; 2）硕士教学研究员将与他们学校和/或地区的数学教学同事一起发起，领导和维持当地的网络改进社区;和3）硕士教学研究员将被定位为教学领导者，资源，并在他们的学校，地区，地区和国家的变革推动者。 这些成果旨在发展全州可持续改进工作的能力。该项目旨在积极影响许多教师，他们将作为当地改进团队的一部分与硕士教学研究员互动，在某些情况下帮助他们自己也成为领导者。该项目旨在探索改进科学和网络改进社区的有效性，以支持数学教师的领导和教学改进的规模。研究和评估工作将探讨项目活动对教师质量、教师保留、教师领导身份发展、教师和管理人员满意度以及学生数学成绩的影响。该项目将追求全州合作的宏伟愿景，并将通过记录和传播机会，障碍和工作中吸取的经验教训，为该领域做出贡献。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 the national needs of developing and supporting highly effective mathematics teachers as teacher leaders. The project builds on a successful model in West Virginia for collaborative, teacher-led improvement of mathematics teaching and learning. The project intends to identify, support, and empower 40 experienced and exemplary secondary mathematics teachers across West Virginia. In their time as Master Teaching Fellows, these teachers will lead efforts to improve mathematics teaching and learning, statewide. In this work, they will apply the tools of improvement science and networked improvement communities. Through this approach, teachers themselves will identify and solve specific problems in their mathematics classrooms. The Master Teaching Fellows will iteratively test and measure the outcomes of the new methods through “Plan-Do-Act-Study Cycles.” Ultimately, Master Teaching Fellows will increase their knowledge and skills in mathematics content, mathematics pedagogy, issues of access and equity in mathematics education, and leadership. This project at West Virginia University includes internal partnerships between the Department of Curriculum & Instruction/Literacy Studies, the Department of Mathematics, and the Center for Excellence in STEM Education. It also includes external partnerships with the West Virginia Department of Education, which will provide significant financial commitment, and multiple high-need county school districts including Pocahontas County Schools. Additional partners supporting the goals of the project include the West Virginia Council of Teachers of Mathematics, the West Virginia Public Education Collaborative, and the Carnegie Foundation for the Advancement of Teaching. The project includes the following intended outcomes: 1) 40 Master Teaching Fellows will actively participate in and expand a network to improve their own mathematics teaching practice as well as their practice as teacher leaders; 2) Master Teaching Fellows will initiate, lead, and sustain local networked improvement communities with mathematics teaching colleagues in their school and/or district; and 3) Master Teaching Fellows will be positioned as instructional leaders, resources, and change agents in their school, district, region, and state. These outcomes are intended to develop statewide capacity for sustainable improvement efforts. The project aims to positively impact the many teachers who will interact with Master Teaching Fellows as part of local improvement teams, in some cases helping them to also become leaders themselves. The project is designed to explore the effectiveness of improvement science and networked improvement communities for supporting mathematics teacher leadership and instructional improvement at scale. Research and evaluation efforts will explore impacts of the project activities on teacher quality, teacher retention, teacher leader identity development, teacher and administrator satisfaction, and student achievement in mathematics. The project will pursue an ambitious vision of statewide collaboration and will contribute to the field by documenting and disseminating opportunities, obstacles, and lessons learned from work. 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.