Institute for Advanced Study/Park City Mathematics Institute

高等研究院/帕克城数学研究所

• 批准号: 0314808
• 负责人: Phillip Griffiths
• 金额: $ 550.38万
• 依托单位: Institute For Advanced Study
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-09-01 至 2013-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0314808&HistoricalAwards=false
• 关键词: Institute; Advanced; Study; Park; City

The IAS/Park City Mathematics Institute (PCMI), with a 12-year history of preparing high-school teacher leaders to improve their own practice and implement professional development for their peers pilots a transfer mechanism of its own professional development to three diverse school districts across the nation Cincinnati, OH; McAllen, TX; and Seattle, WA. PCMI traditionally deals with high school teachers. This proposal broadens participation by including middle school teachers. Three school districts representing diverse student populations form partnerships with local institutes of higher education. Districts identify 4-6 secondary and middle schools for initial participation and all teachers of mathematics in the designated schools become involved over the course of three years. The three-year plan includes building a cadre of teacher leaders by their participation in at least two PCMI summer sessions. PCMI partners with a university mathematics department in each district to provide local resources to the mathematics teachers supporting implementation of the professional development model. District mathematics supervisors coordinate with teacher leaders to design and implement local professional development programs that meet the needs of peer mathematics teachers in selected schools. Districts design a professional development model that directly addresses the needs of its own teachers and students based upon state standards and local education environments. Evaluation determines the effectiveness of partnerships, teacher-leader formation, transfer model, and district leadership teams.

IAS/PARK CITY数学研究所（PCMI）拥有为期12年的历史，为高中老师的领导者做好准备，以改善自己的实践，并为同龄人飞行员实施专业发展，将其专业发展的转移机制转移到俄亥俄州辛辛那提的全国三个不同学区；德克萨斯州麦卡伦；和华盛顿州西雅图。 PCMI传统上与高中老师打交道。 这项建议通过包括中学教师在内扩大了参与。 代表不同学生人口的三个学区与当地高等教育研究所建立了伙伴关系。 地区确定了4-6个中学和中学的初步参与，并且在三年的时间里，指定学校的所有数学教师都将参与其中。 为期三年的计划包括通过参加至少两个PCMI夏季课程来建立一群教师领导者。 PCMI与每个地区的大学数学系合作，为支持实施专业发展模型的数学教师提供本地资源。 地区数学主管与教师领导人协调设计和实施当地专业发展计划，以满足选定学校中同伴数学教师的需求。 地区设计了一种专业发展模型，该模型直接根据州标准和当地教育环境直接满足其自己的教师和学生的需求。评估决定了伙伴关系，教师领导形成，转移模式和地区领导团队的有效性。