Advancing Teacher Leadership in Urban Schools through the Noyce Mathematics and Science Master Teaching Fellowship Program

该项目旨在为国家利益服务，支持K-12数学和科学教师成为高需求学区的教师领导者。当教师成为有效的教师领导者时，他们可以更好地支持学生的成就。这种支持在高需求的学校和地区至关重要，因为这些学校和地区的大部分学生在社会经济上处于不利地位，并且/或在数学和科学领域的历史代表性不足。参与该项目的教师将制定并实施校园计划，以改善所有学生的数学和科学学习体验。他们还将带领学校持续关注与数学和科学学习相关的目标。此外，该项目的教师领导将参加有关K-12数学和科学教育领导的课程，在研究实验室与大学教师一起当学徒，并共同教授一门为未来的数学和科学教师设计的大学课程。圣地亚哥州立大学的这个项目包括与四个当地高需求学区（Grossmont、La Mesa-Spring Valley、Santee和Sweetwater）、国家城市学校转型中心、加利福尼亚州教师协会和数学教师教育者协会合作。项目目标包括：(i)为20名在职数学和科学教师提供5年的支持，他们将为其他教师提供周到、持续的专业发展；（ii）使教学硕士研究员有机会在专业会议上介绍他们的工作；（三）支持教学特聘教师担任实习教师的指导教师；（四）授权教学硕士研究员成为所在学校的教师领袖。在他们的学校，硕士教学研究员将寻求发展一种积极的变革文化，为所有学生提供具有挑战性的课程，并支持有效的教学，以促进参与和理解（Johnson, Uline, & Perez, 2019）。在该项目中进行的研究和评估旨在提高对如何最好地支持城市学校STEM教师领导的理解。这一项目将在区域和国家Noyce社区内传播，并在专业期刊的出版物和专业会议的报告中传播。该项目旨在产生，以便硕士教学研究员在专业发展结束后继续从事能够维持自己实践的活动，并成为继续帮助其他教师学习和成长的专家。因此，该项目有可能在项目结束后很长一段时间内继续培养有效的数学和科学教师干部。通过设计，该项目将对圣地亚哥地区学校的数学和科学教学产生深远的、成倍的影响。这个Track 3：硕士教学奖学金项目是由Robert Noyce教师奖学金计划（Noyce）支持的。Noyce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，并支持经验丰富的模范K-12 STEM教师成为高需求学区的STEM硕士教师。它还支持对高需求学区K-12 STEM教师的持久性、留任性和有效性的研究。该奖项反映了美国国家科学基金会的法定使命，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。

This project aims to serve the national interest of supporting K-12 mathematics and science teachers to become teacher leaders in high-need school districts. When teachers become effective teacher leaders, they can better support the achievement of their students. Such support is critically important in high-need schools and districts, where much of the student body is socioeconomically disadvantaged and/or historically underrepresented in mathematics and scientific fields. The teachers in this project will develop and implement school-site plans to improve the mathematics and science learning experiences of all their students. They will also lead a sustained school-site focus toward meeting goals related to mathematics and science learning. In addition, the project's teacher leaders will take courses about K-12 Educational Leadership in mathematics and science, apprentice with university faculty in research labs, and co-teach a university course that is designed for prospective mathematics and science teachers. This project at San Diego State University includes partnerships with four local, high-need school districts (Grossmont, La Mesa-Spring Valley, Santee, and Sweetwater), the National Center for Urban School Transformation, the California State Teachers Association, and the Association of Mathematics Teacher Educators. Project goals include: (i) providing five years of support to 20 Master Teaching Fellows, all of whom are in-service mathematics and science teachers who will provide thoughtful, sustained professional development for other teachers; (ii) enabling the Master Teaching Fellows to present their work at professional conferences; (iii) supporting the Master Teaching Fellows to serve as guide teachers for student teachers; and (iv) empowering the Master Teaching Fellows to become teacher leaders at their school sites. At their school sites, the Master Teaching Fellows will seek to develop a positive transformational culture, provide all students with access to challenging curricula, and support effective instruction that promotes engagement and understanding (Johnson, Uline, & Perez, 2019). The research and evaluation conducted within this project are designed to improve the understanding of how best to support STEM teacher leaders in urban schools. Dissemination about this project will occur within the regional and national Noyce community, as well as in publications in professional journals and presentations at professional conferences. The project is designed to be generative, so that the Master Teaching Fellows will continue to engage in activities that will sustain their own practices after the professional development has ended, as well as become expert in continuing to help other teachers learn and grow. Thus, the project has the potential to continue to grow cadres of effective mathematics and science teachers long after the project has ended. By design, the program will have a far-reaching, multiplicative impact on the teaching and learning of mathematics and science in schools in the San Diego region. 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.