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

通过关注数学意义建构、成长心态和公平，培养东圣何塞高效的数学教师领导者

• 批准号: 1950329
• 负责人: Sabrina Zirkel
• 金额: $ 299.99万
• 依托单位: Santa Clara University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-07-01 至 2026-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1950329&HistoricalAwards=false
• 关键词: Preparing; Highly; Effective; Mathematics; Teacher

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.

该项目旨在满足区域性和国家的需求，以准备和保留更多的高质量数学教师。它专门针对高效的高需求学区的高效数学教师领导者的发展。该项目旨在扩大数学教学机会，尤其是对于传统上代表性不足的学生而言。为此，它将仅解决三个问题：改善学生的数学意义创造；提高学生的成长心态，例如，坚信他们可以学习数学；并提高教师在数学教学方面的技能，以合并基于研究的实践，以吸引英语学习者。该项目打算通过提供教师专业发展的创新模型来提高教师教育，并强调公平，成长心态和文化意识的教学。此外，它打算为教师提供可以在项目范围之外维持的地区维持的支持，并发展教师领导技能，以便他们可以帮助改善整个学区的数学教育。圣克拉拉大学的该项目包括与圣何塞的Eastside Eastside联盟高中区和Silicon Valley教育基金会的合作伙伴关系。该项目的六年目标包括准备并保留20位高质量的专业数学教育者，他们具有所需的技能和承诺，并致力于在加利福尼亚州东圣何塞及周边社区的高需求的当地教育机构教学。这些数学教育者将从数学和数学相关的领域（例如工程学）招募。尚未拥有硕士学位的候选人将在第一年通过大学的教学硕士和教学资格计划获得支持。该项目将通过研究生教师的准备研究来支持这些才华横溢的人在数学教学中的保留，其中包括现场/临床经验和教学知识知识准备，以及四年的服务专业和领导力发展序列。该项目将进行研究，以确定哪些专业发展活动最有效地建立了教师促进学生成长心态的能力。该项目采用了一种以Lampert及其同事（2013，2010）为支持的“矩”教练方法，该方法支持了职前教师对雄心勃勃的数学教学的参与。该项目被毒死，以改善高必要的学校的学生数学成就，并增加了服务不足社区的学生的数学教育和STEM职业机会。这首歌2：通过罗伯特·诺伊斯（Robert Noyce）教师奖学金计划（NOYCE）支持教学奖学金项目。 NOYCE计划支持才华横溢的STEM本科专业和专业人士成为有效的K-12 STEM老师，并经验丰富的K-12 STEM教师成为高需求学区的STEM大师教师。它还支持有关高需求学区K-12 STEM教师的持久性，保留和有效性的研究。该奖项反映了NSF的法定任务，并通过使用基金会的知识分子优点和更广泛的影响评估标准来评估值得支持。