Preparing Highly Effective Mathematics Teacher Leaders in East San Jose by Focusing on Mathematical Sense-making, Growth Mindset, and Equity

该项目旨在满足地区和国家培养和留住更多高素质数学教师的需要。它特别侧重于为高需求学区培养高效率的数学教师领导。该项目旨在扩大数学教学和学习的机会，特别是对于传统上代表性不足的学生。为此，它将同时解决三个问题：改善学生的数学意识；促进学生的成长心态，例如相信他们可以学习数学；以及提高教师的数学教学技能，纳入以研究为基础的实践，以吸引英语学习者。该项目旨在通过提供教师专业发展的创新模式，强调教学公平、成长心态和文化意识，促进教师教育。此外，它打算为教师提供项目范围以外的地区内可持续的支持，并发展教师领导技能，以便他们能够帮助改善整个学区的数学教育。圣克拉拉大学的这个项目包括与圣何塞东区联合高中学区和硅谷教育基金会的合作伙伴关系。该项目的六年目标包括培养和留住20名高素质的专业数学教育工作者，他们拥有所需的技能和承诺，在加利福尼亚州东圣何塞和周边社区的高需求当地教育机构任教。这些数学教育者将从数学和与数学相关的领域(如工程学)招聘。尚未拥有硕士学位的候选人将在第一年通过该大学的教学硕士和教师资格证书计划获得硕士学位。该项目将通过研究生教师培训研究，包括实地/临床经验和教学内容知识准备，以及四年在职专业和领导能力发展序列，支持这些人才留在数学教学中。这个项目将进行研究，以确定哪些专业发展活动最有效地建设教师的能力，以促进学生的成长心态。该项目采用“即时”辅导方法，仿照兰伯特及其同事(2013、2010)的排练工作，支持职前教师实施雄心勃勃的数学教学。该项目旨在提高高需求学校的学生数学成绩，并增加来自服务不足社区的学生接受数学教育和从事STEM职业的机会。第二轨道：教学奖学金项目由罗伯特·诺伊斯教师奖学金计划(Noyce)提供支持。Noyce计划支持有才华的STEM本科专业和专业人员成为有效的K-12 STEM教师，并支持经验丰富、模范的K-12 STEM教师成为高需求学区的STEM硕士教师。它还支持对高需求学区K-12 STEM教师的持久性、保留率和有效性的研究。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势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 regional and the national need to prepare and retain a greater number of high-quality mathematics teachers. It focuses specifically on the development of highly effective mathematics teacher leaders for high-need school districts. The project aims to expand mathematics teaching and learning opportunities, particularly for traditionally underrepresented students. To do so, it will simultaneously address three issues: improve students’ mathematical sense-making; advance students’ growth mindset, e.g., a conviction that that they can learn mathematics; and improve teachers’ skills in mathematics instruction to incorporate research-based practices for engaging English language learners. The project intends to advance teacher education by providing innovative models of teacher professional development, emphasizing teaching for equity, growth mindset, and cultural awareness. In addition, it intends to provide teachers with support that can be sustained within districts beyond the scope of the project and develop teacher leadership skills so that they can help improve mathematics education in an entire school district.This project at Santa Clara University includes partnerships with San Jose's Eastside Union High School District and the Silicon Valley Education Foundation. The project’s six-year goals include preparing and retaining 20 high-quality professional mathematics educators who have the needed skills and commitment to teach in high-need local education agencies in East San Jose, California, and surrounding communities. These mathematics educators will be recruited from mathematics and mathematics-related fields (e.g., engineering). The candidates who do not already possess a master’s degree will be supported in their first year in earning one through the University’s Master of Arts in Teaching plus Teaching Credential program. The project will support the retention of these talented individuals in mathematics teaching through graduate teacher preparation studies that include field/clinical experiences and pedagogical content knowledge preparation, as well as a four-year in-service professional and leadership development sequence. This project will conduct research to determine which professional development activities most effectively build teachers’ capacity to promote growth mindset in their students. The project utilizes an “in-the-moment” coaching approach that is modeled after Lampert and colleagues’ (2013, 2010) rehearsal work supporting pre-service teachers’ enactment of ambitious mathematics instruction. The project is poised to improve student mathematics achievement in high-need schools, as well as increase opportunities for mathematics education and STEM careers for students from under-served communities. This Track 2: 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.