Developing Mathematics Teacher Leaders for Connecticut Alliance School Districts

该项目旨在通过培养高效的数学教师领导者来满足康涅狄格州33个高需求学区的数学特定教学需求，从而为国家利益服务。康涅狄格州联盟区为该州40%以上的学生和大部分有色人种学生、低收入学生和英语学习者提供服务。为了支持这些地区，该项目将为数学教师领导者实施一项为期五年的数学领导力发展计划。该项目旨在利用数学教师领导者计划来加强，推进和发展教师领导力及其对支持数学教育公平结果的影响的研究机构。参与者将参加研讨会，研究生证书课程和数学领导学院。项目活动将增强数学教师领导作为导师、教练、康涅狄格大学的这个项目包括来自Neag教育学院和文理学院的合作者，以及与康涅狄格州政府的合作伙伴。教育部和联盟区。该项目将从联盟地区招募20名模范在职中学数学教师。目标是：（1）培养一支知识渊博、卓有成效的数学教师领导干部队伍;（2）在学校、地区和全州范围内利用数学教师领导作为教学领导;（3）为其他数学教师和教师领导（例如，研究生证书课程，在线学习模块）。总体而言，该计划旨在：（1）影响大量不同的学生（例如，种族/民族、社会经济地位、英语学习者）;（2）促进高需求学校环境中数学教师的保留;（3）提高教学有效性，特别关注公平;（4）创建基础设施以提高数学教育教学能力。该项目将通过参与严格的评价进程来了解情况并得到加强。经验教训和项目成果将通过两次项目会议、联盟地区网络、从业人员和研究文章以及项目网站传播。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 interest by developing highly effective mathematics teacher leaders who can address mathematics-specific instructional needs of the 33 high-need school districts in Connecticut. The Connecticut Alliance Districts serve over 40% of the state’s students and most of its students of color, low-income students, and English learner students. To support these districts, the project will implement a five-year mathematics leadership development program for mathematics teacher leaders. The project aims to use the mathematics teacher leader program to strengthen, advance, and grow the body of research on teacher leadership and its impact on supporting equitable outcomes in mathematics education. Participants will engage in workshops, a graduate certificate program, and a mathematics leadership academy. Project activities will augment the skills mathematics teacher leaders need to serve as mentors, coaches, and professional development providers for prospective and current mathematics teachers and enhance the state’s capacity to deliver ongoing mathematics teacher professional development.This project at the University of Connecticut includes collaborators from the Neag School of Education and College of Liberal Arts and Sciences and partnerships with the Connecticut State Department of Education and Alliance Districts. The project will recruit 20 exemplary in-service secondary mathematics teachers from the Alliance Districts. The goals are to: (1) develop a cadre of knowledgeable and effective mathematics teacher leaders; (2) utilize mathematics teacher leaders as instructional leaders within their schools, districts, and throughout the state; and (3) develop programming for and a system to deliver ongoing learning opportunities for other mathematics teachers and teacher leaders (e.g., graduate certificate program, online learning modules). Overall, this program is designed to: (1) impact a large number of diverse students (e.g., race/ethnicity, socio-economic status, English learners); (2) promote the retention of mathematics teachers in high-needs school settings; (3) enhance instructional effectiveness, with a specific focus on equity; and (4) create infrastructure for increasing math education instructional capacity. The project will be informed and enhanced by its engagement in a rigorous evaluation process. Lessons-learned and project outcomes will be disseminated through two project conferences, Alliance Districts network, practitioner and research articles, and the project website. 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 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.