Growing Teacher Leadership in Mathematics for Underserved Schools

提高服务不足学校的数学教师领导力

• 批准号: 2243466
• 负责人: Robin Hummel
• 金额: $ 149.99万
• 依托单位: Bank Street College of Education
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-10-01 至 2029-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2243466&HistoricalAwards=false
• 关键词: Growing; Teacher; Leadership; Mathematics; Underserved

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.

该项目旨在满足为高效数学教师领导者准备在服务不足的学校服务的国家需求。该项目的建议允许实践教师攻读数学教育的硕士学位，并通过四年的专业学习继续提高教师领导。该项目直接应对数学教育中的国家问题，重点是招募和保留颜色的数学教师领导者。因此，该项目的重点是对大致和种族多元化的招募和支持，典范练习数学教师成为大师教学研究员（MTFS）。项目活动将使他们成为数学家和教师领袖的身份的成长，他们可以影响学校内部和整个地区的数学教学。该项目还将调查以下问题：如何专注于提高当前数学教师的种族素养，以支持其教师领导力发展？教师领导者在与同事的合作中会采取股票立场如何？决策者，学校管理人员和教师知道有色人种（SOC）继续面临着大专生成功的障碍，并且有色人种（TOC）的老师（TOC）具有很高的属性率目的地国家努力。该项目将要解决的基本问题是：研究生计划和持续的专业发展地址如何纠正系统和结构性障碍的影响，从而限制或消除教学数学的非白人教师的机会？该项目在Bank Street教育研究生院包括与冈萨加大学数学系，纽约科学院（NYSCI）的专业人士和纽约市教育部（NYC DOE）的合作伙伴关系。该项目旨在提供科学，以使14位高成就的数学老师能够完成数学领导力硕士学位。该项目包括16个月计划的最后14个月的完整科学，然后进行四年的专业学习，在此期间，教师将获得10,000的年薪补充，因为他们继续担任课堂教师。该项目的目的是招募和支持典范的数学教师，以发展其作为数学家和教师领导者的身份，以影响学校内部和整个地区的数学教学。 Bank Street在纽约市DOE的合作伙伴表示，对接受以学习者为中心的数学教育方法的数学教育者，教师领袖以及学校和地区领导者非常有必要。该项目将有助于建立强大的数学教师的渠道，这些教师可以影响学校和地区对数学教学的方式。评估将包括朝着硕士学位目标的进步，并收集总结数据以记录项目数学教师领导者的有效性。教师和学生将向各种会议和出版物提出建议，以促进该项目的工作。这首歌3：大师教学奖学金项目得到了罗伯特·诺伊斯（Robert Noyce）教师奖学金计划（NOYCE）的支持。 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老师，并经验丰富的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教师的有效性和保留的研究。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审查标准来评估被认为是宝贵的支持。