Project Details

Description

Project Pathways interventions have undergone three iterations of refinement and has provided research data supporting that Pathways courses and professional learning communities are improving instructional practices of secondary mathematics and science teachers. Our data support that many teachers have made improvements in their i) instructional practices; ii) understanding of content that is central to secondary mathematics and science; and iii) beliefs about learning and teaching mathematics and science. Our data also support that some teachers have made dramatic gains in these areas. For this proposed project, we plan to invest additional resources and continue updating our interventions to support selected teachers in becoming Noyce Master Teachers. In addition to providing the Noyce Master Teachers a $10K annual salary stipend, we also propose to award each teacher $3K per year to participate in professional development activities. The professional development activities will be based on the most current knowledge of how to best engage these teachers so that they i) continue improving their knowledge, beliefs and teaching practices (details of our approach, criteria for evaluating and progress in these areas can be found in our proposal and annual reports); and ii) they emerge as highly effective Noyce Master Teachers. (A highly effective Noyce Master Teacher is one who provides leadership and support for other math and science teachers in reflecting on and improving their instructional practices.) The selection criteria and professional development plan for the Noyce Master Teachers is described in more detail in this proposal. Project Goal: The proposed work will contribute knowledge, tools and processes to support selected teachers in becoming highly effective Noyce Master Teachers. The research that emerges from this work will contribute knowledge of what is required to develop Master Teachers who are highly effective in supporting high functioning PLCs (as defined in the Pathways proposal) and quality professional development for secondary mathematics and science teachers. This will in turn lead to greater learning, increased interest in math and science, and increased enrollment in mathematics and science.enu_

Description

Project Pathways interventions have undergone three iterations of refinement and have provided research data supporting that Pathways courses and professional learning communities are improving instructional practices of secondary mathematics and science teachers (Carlson, Moore, Bowling & Ortiz, 2007; Clark, Carlson & Moore, 2007). Our data support that many teachers have made improvements in their i) instructional practices; ii) understanding of content that is central to secondary mathematics and science; and iii) beliefs about learning and teaching mathematics and science. Our data also support that some teachers have made dramatic gains in these areas. For this proposed project, we plan to invest additional resources and continue updating our interventions to support selected teachers in becoming Noyce Master Teachers. In addition to providing the Noyce Master Teachers a $10K annual salary stipend, we also propose to award each teacher $1500 per year to participate in professional development activities. The professional development activities will be based on the most current knowledge of how to best engage these teachers so that they i) continue improving their knowledge, beliefs and teaching practices (details of our approach, criteria for evaluating and progress in these areas can be found in our proposal and annual reports); and ii) they emerge as highly effective Noyce Master Teachers. (A highly effective Noyce Master Teacher is an effective teacher. He or she also provides leadership and support for other math and science teachers in reflecting on and improving their instructional practices.) The selection criteria and professional development plan for the Noyce Master Teachers is described in more detail in this proposal. We propose to select 7 new Noyce Master Teachers in September 2009. They will participate in all Noyce related professional development and research opportunities during the 2009-2010 academic year. The funding and required Pathways professional development will continue for 3 years. Our research has revealed that Master Teachers are an essential component of sustaining meaningful school-based efforts of continual improvement towards highly effective math and science instruction for secondary students. A critical component of their development is the ability to understand and implement quality curricular tasks (Thompson, Carlson & Silverman, 2007). Pathways interventions have matured to be highly effective in improving secondary mathematics and science teachers classroom practices (being documented in our annual report) (Carlson, Moore & Bowling, & Ortiz 2007). A critical part of the Pathways success model for schools is the development of Master Teachers who can mentor other teachers in the process of updating their knowledge, revising their curriculum, and improving their instructional practices. We now have three schools that have been designated as Pathways Schools, affecting 103 mathematics and science teachers. Note that this does not include the 250+ teachers from over 40 schools who participated in cohorts 1-3). Our research has revealed a Pathways Model for change that includes i) graduate coursework (or workshops) that focuses on improving math and science teachers content knowledge for teaching; ii) professional learning communities that have well trained facilitators (Master Teachers) and structure (Pathways imposed structure is needed for year 1 only); iii) continued professional learning communities with Master Teacher facilitators that take the form of lesson development and study (continued assistance from Pathways leadership, but structure is imposed by schools); iv) summer opportunities for teachers to work with Pathways leaders to re-conceptualize and revise their curriculum based on their updated knowledge of how to integrate STEM content, how to support students in acquiring deep understanding of key STEM content, and how to imp
StatusFinished
Effective start/end date7/1/088/31/12

Funding

  • National Science Foundation (NSF): $5,287,068.00

Fingerprint

Explore the research topics touched on by this project. These labels are generated based on the underlying awards/grants. Together they form a unique fingerprint.