Growing Teacher Leadership in Mathematics for Underserved Schools

该项目旨在解决全国培养高效数学教师领导的需求，以服务于服务不足的学校。该项目建议允许在职教师攻读数学教育硕士学位，并通过四年的专业学习继续培养他们的教师领导力。这个项目直接回应了国家数学教育的问题，重点是招聘和保留有色人种的数学教师领导。因此，本项目的重点是招募和支持不同种族和民族的模范数学教师成为教学硕士。项目活动将使他们参与成长为数学家和教师领袖的过程，从而影响他们所在学校和整个地区的数学教学。该项目还将调查以下问题：致力于提高当前数学教师的种族素养的努力如何支持他们的教师领导力发展？教师领导在与同事的工作中如何采取公平的立场？政策制定者、学校管理者和教师都知道，有色人种学生（SoC）在获得高等教育成功方面仍然面临障碍，尽管国家做出了努力，但有色人种教师（ToC）的流失率仍然很高。该项目将努力解决的基本问题是：研究生项目和持续的专业发展如何解决并潜在地纠正系统和结构性障碍的影响，这些障碍可能限制或消除非白人教师教授数学的机会？银行街教育研究生院的这个项目包括与冈萨加大学数学系、纽约科学馆（NYSCI）的专业人士和纽约市教育部（NYC DOE）的合作。该项目旨在为14名优秀数学教师提供奖学金，帮助他们完成数学领导理科硕士学位。该项目包括为期16个月的项目最后14个月的全额奖学金，随后是四年的专业学习，在此期间，教师将继续担任课堂教师，每年将获得10,000美元的工资补助。该项目的目标是招募和支持模范数学教师，培养他们作为数学家和教师领袖的身份，以影响他们所在学校和整个地区的数学教学。Bank Street在纽约市能源部的合作伙伴表达了对数学教育者、教师领导、学校和地区领导的强烈需求，他们接受以学习者为中心的数学教育方法。该项目将有助于建立一支强大的数学教师队伍，他们可以影响学校和地区的数学教学方式。评估将包括实现硕士学位目标的进展情况，并收集总结性数据，以记录项目数学教师领导的有效性。教师和学生将向各种会议和出版物提交提案，以促进该项目的工作。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教师成为高需求学区的STEM大师教师。它还支持对高需求学区K-12 STEM教师的有效性和留任率的研究。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。

The project aims to address the national need of preparing highly effective mathematics teacher leaders to serve in underserved schools. The project proposes to allow practicing teachers to pursue a master’s degree in math education and continue to grow their teacher leadership through four years of professional learning. This project responds directly to national issues in mathematics education focused on recruitment and retention of mathematics teacher leaders of color. Therefore, this project focuses on the recruitment and support of racially and ethnically diverse, exemplary practicing mathematic teachers to become Master Teaching Fellows (MTFs). Project activities will engage them in the growth of their identities as mathematicians and teacher leaders who can influence the mathematics teaching within their schools and across the district. The project will also investigate the following questions: How can efforts focused on increasing the racial literacy of current mathematics teachers support their teacher leadership development? In what ways will teacher leaders embrace an equity stance in their work with colleagues? Policymakers, school administrators and teachers know that Students of Color (SoC) continue to face barriers to postsecondary success, and Teachers of Color (ToC) have high attrition rates despite national efforts. The essential question the project will grapple with is: How can a graduate program and sustained professional development address and potentially redress the effects of systemic and structural barriers that can limit or eliminate opportunities for non-white teachers teaching mathematics? This project at Bank Street Graduate School of Education includes partnerships with Gonzaga University’s Department of Mathematics, professionals at New York Hall of Science (NYSCI), and New York City's Department of Education (NYC DOE). This project aims to provide scholarships to enable 14 high-achieving math teachers to complete a Master of Science degree in mathematics leadership. The project includes a full scholarship for the final 14 months of the 16-month program, followed by four years of professional learning, during which teachers will receive an annual salary supplement of 10,000 as they continue as classroom teachers. The goal of the project is to recruit and support exemplary math teachers in growing their identities as mathematicians and teacher leaders in order to influence the mathematics teaching within their schools and across the district. Bank Street’s partners at the NYC DOE have expressed a strong need for mathematics educators, teacher leaders, and school and district leaders who embrace a learner-centered approach to mathematics education. This project will contribute to building a pipeline of strong math teachers who can influence the way schools and districts approach the teaching and learning of mathematics. Evaluation will include the progress towards the objectives of the master’s degree and to collect summative data to document the effectiveness of the project’s mathematics teacher leaders. Faculty and students will submit proposals to various conferences and publications to promote the work of the project. 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 effectiveness and retention 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.