Skip to main content

Appendix E: Reported NSF-MSP Grantee Activity

« back to contents

APPENDIX E

Reported NSF-MSP Grantee Activity

AWARD TYPE/COHORT/
GRANT No./TITLE
PRIMARY INSTITUTION
ACTIVITY SOURCE(S)
COMPREHENSIVE: Cohort I  
  1. North Carolina Partnership for Improving Mathematics and Science (NC-PIMS)

University of North Carolina

  • Establish a statewide policy advisory board and district leadership teams to align policies, improve communication between districts and state agencies, and integrate the project within district reform efforts
  • Hire full-time facilitators to deliver professional development and provide direct support to teachers
  • Educate building-level lead teachers (designated elementary teachers and department chairs of middle and high schools) who will become model teachers and provide in-service for peers
  • Create and deliver 11 professional development courses in science and math
  • Implement out-of-school student activities to generate motivation in preK-8 and information sessions for parents to assist them in supporting children's learning
  • MSPnet
  • Annual Report
  • (5/21/04)
  1. New Jersey Math Science Partnership

Rutgers University

  • Adopted and implemented high-quality, standards based curricula, supported by inquiry-centered materials aligned with those curricula
  • Supplemented state test with embedded alternative assessments that check for high levels of understanding of math and science
  • Designed and conducted professional development for teacher leaders
  • Built knowledge and support of top district administrators
  • Provided well-designed, continuing professional development for teachers, to strengthen understanding of content and implement practices based on curriculum materials that are aligned with state and national standards
  • Identified and adopted high-quality programs or program elements aligned with state early childhood math and science expectations
  • Involved parents and community leaders in all aspects of math and science improvement activities
  • Recruited potential teachers through high school, college, and community-based mentoring programs, with particular attention to minorities
  • Annual Report (10/03-10/04)
  1. Appalachian Mathematics and Science Partnership

University of Kentucky

  • Designed and developed or revise pre-service teacher education model courses in math and science; and corresponding in-service summer institutes
  • Established a project-wide distance-learning development team in math and collaborated to develop graduate courses in this format
  • Developed peer-supported collaborative learning program for high school students
  • Established positions for tenured professors in math and science outreach
  • Developed a communication and partnership network connecting school and district personnel, IHE faculty, and support organizations
  • Developed leadership at all levels through principal/counselor training, leadership interns, and parent/community engagement
  • Developed comprehensive plan to collect data that will inform the project's continuous development, identified needed adjustments, and provided basis for conclusions of success and quality of activities and the program
  • Annual Report (6/17/04)
  1. El Paso Math and Science Partnership

University of Texas El Paso

  • Enrolled teachers in the Master of Arts in Teaching Mathematics and the Master of Arts in Teaching Science to improve the quantity, quality, and diversity of the teacher work force
  • Implemented professional development plan that resulted in greater buy-in by math/science teachers of project's goals and improved math/science teaching and learning in classrooms across the region
  • Improved the capacity of math and science staff developers and high school teachers to implement the new math curriculum frameworks and modules thus deepening student conceptual understanding by addressing higher levels of cognitive demands
  • Developed math and science content leadership among school leaders through the implementation of classroom observation protocol and built capacity to utilize student achievement data
  • Utilized the expertise of local STEM faculty in providing professional development and developing math/science curriculum frameworks
  • Strengthened capacity for STEM faculty and K-12 teachers to conduct research in a variety of areas
  • Annual Report (10/03-10/04)
  1. Mathematics and Science Partnership: FOCUS Faculty Outreach Collaborations Uniting Scientists, Students and Schools

University of California-Irvine

  • Create teacher leader cadre of secondary and elementary, math and science teachers
  • Utilize teacher leader cadre to promote ongoing professional development, math/science content knowledge and pedagogical skills, and provide necessary tools for a collaborative site action plan
  • Recruit and support future teachers along the educational continuum, from K-12 to university level and into credential programs
  • Continue Faculty Outreach Collaboration (FOC) programs (meetings, Web sites, publications, etc.) to improve student achievement in math and science
  • Engage PreK and K educators to collaborate with others and model practices, which integrate science, math, and literacy, improving student learning for young children in school settings and at home
  • Develop discipline dialogues system to address issues and gather stakeholders from all focal areas of the project (administrative concerns; teacher recruitment, preparation, and retention; disciplines of math and sciences)
  • Annual Report (6/23/04)
  1. SUPER STEM Education

Baltimore County Public Schools (BCPS)

  • Developed and provided professional development modules in math, science, technology, and performance-based instruction
  • Trained principals and other stakeholders on the systemic nature of the SUPER STEM initiative
  • Integrated the SUPER STEM instructional and assessment methods into the existing lesson plan
  • Supported ongoing development of math and science curricula and assessments aligned to state standards
  • Participated in ongoing systemic coordination of professional development efforts and established professional development sites and communication channels
  • Utilized BCPS math and science coordinators and supervisors as in-service faculty and module developers
  • Utilized new grant-funded computer labs and technology in teacher and administrator SUPER STEM training
  • Annual Report (8/16/04)
COMPREHENSIVE: Cohort II  
  1. System-Wide Change for All Learners and Educators (SCALE)

University of Wisconsin Madison

  • Produced a concept paper outlining criteria for all of the components of math and science teaching programs that each district will address and proposed timeline for adoption of policies for each of above components
  • Established policy outlining enhanced middle school math program for each district
  • Hosted multiple events where teachers, coaches, and others came together to discuss high-quality math and science instruction
  • Outlined plans and rollout schedule for recruiting and training math and science instructional coaches and lead teachers
  • Conducted reform pre-service and in-service STEM teacher education for teachers in the partner districts
  • Created mentoring and guidance experiences for middle and high school students, especially women and minorities
  • Created state-of-the-art science, technology, engineering and math immersion projects and implementing them system-wide
  • Annual Report (8/11/04)
  • MSPnet
  1. Puerto Rico Math and Science Partnership

University of Puerto Rico- Rio Piedras

  • Formed regional cadres of human resources at core partner universities to develop and implement the school support and professional development program
  • Funded and held summer camps for students (grades 6-12)
  • Conducted summer professional development workshops for math and science teachers
  • Developed programs to ensure that all math and science teachers (grades 7-12) are certified
  • Created and promoted a research agenda to strengthen math and science knowledge base
  • Established communities of learning to strengthen and sustain partnership
  • Annual Report (10/13/04)
  1. Promoting Rigorous Outcomes in Mathematics/Science Education (PROM/SE)

Michigan State University

  • Analyzed math and science standards in partnering states to support teachers in efforts to align local curriculum and instruction
  • Designed curriculum for Mathematics Associates
  • Drafted teacher knowledge standards for MSU
  • Annual Report (6/01/04)
  1. Milwaukee Mathematics Partnerships: Sharing Leadership for Student Success

University of Wisconsin-Milwaukee

  • Established challenging math by ensuring curriculum alignment with the state standards and ensuring readiness for college expectations
  • Instituted a math teacher leadership role and developed principal leadership in math at each school and built a diverse cadre of math teacher leaders across the district
  • Established strong and diverse teacher preparation programs - recruitment, preparation, induction - in teaching challenging math for prospective teaching candidates of MPS
  • Established a math course sequence at UWM to be shared with IHE Network that strengthens math content achievement for prospective teachers
  • Developed and promoted professional development opportunities in math content-related pedagogy for continued professional growth of all teachers
  • Trained teachers for math leadership and supported the ongoing professional development of teachers in providing leadership for the math programs in their schools
  • Improved student achievement through collaboration with tutors and parent support groups
  • Restructured high school math courses for successful transitioning to college
  • Redesigned supports to meet the needs and be inclusive of the diversity of pre-service teachers in math classes and colleges and universities
  • Annual Report (8/09/04)
  1. Math and Science Partnership of Southwest Pennsylvania

Allegheny Intermediate Unit

  • Implement activities for intensive teacher leader professional development
  • Develop and presented professional development curricula with IHE faculty
  • Develop and disseminate math and science curriculum framework for K-16 educators
  • Build on-line presence to support and sustain sharing of effective strategies
  • Recruit and orient teacher fellows
  • Gather and analyze student achievement data
  • Implement management strategy and engage in strategic planning
  • Annual Report (7/21/04)
  1. Partnership for Reform in Science and Mathematics (PRISM)

Board of Regents of the University System of Georgia

  • Drafted, reviewed, and revised math and science curriculum for P-12 students
  • Conduct a public awareness campaign of the need for all P-12 students to have access to and be prepared for and succeed in challenging courses and curricula in science and mathematics
  • Provide academic concentration in science and math for current P-8 teachers through two new USG faculty consortia (math and science)
  • Create and deliver professional development for P-12 teachers
  • Establish professional learning community to engage higher education and P-12 faculty
  • Established Institute on the Teaching and Learning of science and math to change how math and science are taught to future teachers
  • Initiated new policies to provide incentives and improve working conditions for teaching science and math in P-12 schools
  • Annual Report (8/28/04)
TARGETED: Cohort I  
  1. Mathematical ACTS

University of California - Riverside

  • Gathered and analyzed student-level data for use in increasing student achievement data
  • Recruit undergraduates for Community Teaching Fellowship Program
  • Developed the framework for a pilot Teacher Leadership Cadre
  • Create a database from the course transcripts of individual students to examine trends in course taking patterns and related areas of achievement
  • Recruit and expand availability of community accessible events
  • Annual Report (11/19/04)
  1. Stark County Math and Science Partnership

Stark County Educational Service Center

  • Implemented teacher coach and college professor training and program
  • Implemented district action and intervention plans, which were developed by teacher coaches in conjunction with district curriculum directors, math and science specialists, and college coaches
  • Design and implement a collaborative plan to increase minority math and science teaching candidates
  • Implement academic and summer workshops for secondary math and science teachers
  • Opened professional development center to provide opportunity for districts to borrow technology and space to display standards-based math and science programs
  • Implemented internship programs for teachers to work at companies doing real-world work
  • Planned/implemented family math/science nights
  • Developed and implemented a plan to involve guidance counselors to encourage students to take challenging courses
  • Implemented lead teacher program in math for each middle and high school and encouraged formation of study group
  • Trained teacher coaches for licensure to support new teachers
  • Annual Report (7/01/04)
  1. Teachers and Scientists Collaborating

Duke University

  • Supplied and refurbished NSF-supported curriculum units matched to the NC Standard Course of Study and matched to needs of science classrooms
  • Trained teachers in use of selected curriculum units, in inquiry-based teaching and in use of scientist support
  • Prepared teacher leaders (trainers) who can train and coach their peers in the use of the curriculum units
  • Established a cadre of scientists well-trained in supporting teachers both in general and with regard to use of specific curriculum units
  • Connected supporting scientists and teachers electronically and in person
  • Evaluated teacher and student performance/attitudes
  • Established a teacher training and curriculum unit supply institution
  • Annual Report (10/8/04)
  1. Vermont Mathematics Partnership

Vermont Institute for Science and Math

  • Planned and conducted professional development course for middle level teachers
  • Assessed teacher content knowledge
  • Developed content-rich graduate courses for teacher leaders
  • Established upcoming year work plans with partner schools
  • Provided training, networking, and support opportunities for teacher leaders
  • Designed and led content-rich professional development
  • Annual Report (6/30/04)
  1. Cleveland Math and Science Partnership

Cleveland Municipal School District

  • Plan, develop, and implement a graduate program for a Masters Degree with a specialization in math or science for the middle grades teachers
  • Implement a middle grades mentoring initiative in math and science
  • Plan, develop, and implement new graduate courses for a three-year program for high school teachers
  • Establish a faculty-in-residence program wherein university faculty spend time in a high school offering support in the preparation of materials, lectures, in-class demonstrations, or laboratory exercises
  • Develop a successful partnership, through collaboration with university faculty, Education Development Center, and CMSD; that adds value to teaching and learning math and science in grades 6-12
  • Develop new graduate courses for math and science middle school teachers and adapt these courses for pre-service teachers of math and science
  • Annual Report (8/06/04)
  1. Alliance for Improvement of Mathematics Skills PreK-16

Del Mar College

  • Develop staff and management team
  • Developed plan for IHE math faculty to participate in institutes and vertical alignment teams
  • Developed online survey to measure effectiveness of professional learning and use of technology
  • Utilized classroom observation instruments in ascertaining growth in teacher content knowledge and observing changes in teaching strategies
  • Annual Report (10/07/04)
  1. St. Louis Inner Ring Cooperative: Intervention Case Studies in K-12 Math and Science

Washington University

  • Enhanced capacity to provide a challenging math and science curriculum for every student, particularly grades 4-8
  • Developed program to support teachers from pre-service education through the induction years of teaching
  • Developed a progression of professional development for teachers of grades 4-8 that impacts student achievement
  • Annual Report (8/02/04)
  1. Texas Middle and Secondary Mathematics Project

Stephen F. Austin State University

  • Assessed teacher content knowledge
  • Developed curricula (syllabi) for graduate major in school math: middle or secondary level
  • Collected feedback from partner district administrators and counselors regarding needs for professional development activities
  • Developed curriculum for and convened summer institutes for teachers of grades 4-8
  • Provided professional development activities for university math faculty
  • Drafted/presented several publications of the grant
  • Annual Report (7/01/04)
  1. E-Mentoring for Student Success

National Science Teachers Association

  • Recruited mentors/mentees and trained mentors for workshops
  • Develop and pilot a national professional development strand for administrators
  • Created WebCT (web-based conferencing site with resources, content, and discussion areas) and oriented users, provided workshops, and analyzed online interactions to ensure project objectives are being met
  • MSPnet
  1. Learning to Teach, Teaching to Learn1
    Oakland Unified School District

N/A

N/A

  1. Indiana University- Indiana Mathematics Initiative Partnership

Indiana University, Bloomington

  • Conducted district coordinator meetings to review, revise, and implement the project action plan
  • Convened workshops for teachers on elementary and middle math curricula
  • Convened follow-up workshops to develop the content and pedagogical knowledge
  • Developed project Web site to provide ongoing professional development and support for teachers
  • Held district-wide meetings and parent nights
  • Designed, tested, and implemented courses, which link math content and pedagogy for pre-service secondary math teachers
  • Annual Report (6/30/04)
  1. Vertically Integrated Partnerships K-16 (VIP K-16)

University System of Maryland

  • Conducted biology cohort conferences
  • Conducted curriculum guide planning sessions and workshops
  • Promoted student enrollment in advanced science courses through guidance counselors
  • Conducted training sessions and provided practitioner research opportunities for teachers
  • Implemented curriculum guides and assessments into instruction
  • Annual Report (8/10/04)
  1. PRIME: Promoting Reflective Inquiry in Mathematics Education

Black Hills Special Services Cooperative

  • Offered professional development sessions and graduate courses for classroom teachers, K-12
  • Began explicit training in Cognitively Guided Instruction (CGI), which has been shown to help reduce achievement gaps associated with ethnicity
  • Gathered, disaggregated, and analyzed K-12 student achievement data
  • Launched new student assessment project
  • Developing a K-12 math specialist certification program
  • Annual Report (6/29/04)
  1. Deepening Everyone's Mathematics Content Knowledge: Mathematicians, Teachers, Parents, Students, and Community

University of Rochester

  • Design and implement "reform math courses" that engage adult learners to inform the curricula of the K-12 partners
  • Develop teacher leaders within each district in order to build internal leadership capacity
  • Provide an on-going forum for mathematicians, teachers, parents, and community members to engage in conversations about issues in school mathematics reform
  • Annual Report (8/27/04)
TARGETED: Cohort I  
  1. SUNY-Brockport College and Rochester City (SCOLLARCITY) Math and Science Partnership: Integrative Technology Tools for Preservice and Inservice Teacher Education

SUNY Brockport

  • Presented results of Computational Math Science Technology (CMST) to the Congressional Science Committee
  • Institutionalized summer training sessions as graduate level courses
  • Trained middle and high school students in CMST
  • Offered teachers a Texas Instruments certification training
  • IHE faculty integrated CMST tools into more than 20 college courses
  • Published five journal papers on CMST pedagogy
  • Continued a mentoring program at partner school districts to offer professional development to teachers
  • Annual Report (10/07/04)
  1. Revitalizing Algebra

San Francisco State University

  • Designed lessons/curriculum
  • Implemented strategies to improve teaching of algebra
  • Convened seminars for teachers and graduate students becoming teachers
  • Created new teacher leaders
  • Annual Report (9/29/04)
  • Project Website
  1. Teachers Assisting Students to Excel in Learning Mathematics (TASEL-M)

California State University -  Fullerton

  • Create management team structure to incorporate all partners and define their roles and responsibilities
  • Provide students with a standards-based, engaging, challenging, effective, and individualized curriculum
  • Analyze and diagnose students' weaknesses in math through data on student performance
  • Identify and use challenging and effective curricula to supplement available curricula
  • Develop and maintain a procedure and schedule for faculty partners to interact with teachers
  • Provide professional development activities throughout the year
  • Systematize and organize student achievement data
  • Design activities to increase communication among parents, teachers, and administration
  • Annual Report (2/20/04)
  1. Focus on Mathematics

Boston University

  • Conduct coherent, content-based professional development program
  • Establish study groups in all of the partner middle and high schools with a mathematician visiting for one day of work per month
  • Conducted two colloquia for the teachers
  • Enrolled teachers in math institute
  • Develop and implement Master's Degree program for mathematics teaching fellows
  • Design online courses
  • Research additional sources of financial support
  • Set student achievement targets and review curriculum to reach targets
  • Require student to develop and present a math research project at least once during Grade 8-11
  • Increase collaboration in math community through study groups, seminars, and visiting mathematicians
  • Build communications infrastructure
  • Write articles for publication in journals, magazines, and newspaper
  • Annual Report (6/17/04)
  1. Consortium for Achievement in Mathematics and Science

Merck Institute for Science Education

  • Developed and disseminated consortium-wide curriculum frameworks for math and science that are aligned with state standards
  • Identified, selected, and implemented standards-based instructional materials for math and science (provided PD to teachers)
  • Recruited undergraduate math and science majors for teacher preparation program
  • Recruited career changing scientists, engineers, and mathematicians
  • Aligned university instruction with New Jersey core curriculum content standards in math and science
  • Developed criteria for and selected professional development schools and recruited leaders from within
  • Developed new teacher induction program (including selection of mentors for new teachers)
  • Hold workshops for teachers on content and instruction
  • Provide in-class support for all teachers through courses
  • Develop and implement parent/community outreach programs
  • Annual Report (6/1/04)
  • MSPnet
  1. The Mathematics and Science Partnership of Greater Philadelphia (MSPGP)

LaSalle University

  • Develop teacher leaders to assist districts in reform process, mentor other teachers, and lead curriculum specific workshops
  • Promote teachers' use of challenging and engaging materials appropriate to student development levels
  • Encouraged secondary teachers to develop collegial relationships with disciplinary IHE faculty
  • Conduct professional development activities for teachers to increase ability to promote student learning
  • Collect baseline data enrollment and self-assessments from IHEs
  • Recruit high school students, math and science majors, and mid-career shifters into teacher preparation programs
  • Provide mentoring and peer support teams for pre-service teachers
  • MSPnet
  1. The MSTP Project: Mathematics and Science

Hofstra University

  • Collected and analyzed baseline student achievement data on middle school math
  • Conducted retreats for middle school teachers to enhance math content and pedagogical understanding
  • Involved higher education faculty members in workshops for middle school teachers
  • Recruited under represented minorities entering the MST teaching workforce
  • Established leadership teams to enhance capacity of partners to engage in project activities
  • Disseminated models and information via project Web site, newsletters, and meetings
  • Annual Report (6/03/04)
  1. The East Alabama Partnership for the Improvement of Mathematics Education (TEAM-Math)

Auburn University

  • Develop an initial set of curriculum goals for each grade and course
  • Review textbooks for their alignment with project goals and curriculum objectives
  • Develop a more detailed curriculum guide with suggested instructional sequences
  • Offer comprehensive professional development program for partner schools
  • Annual Report (2/17/05)
  1. Partnership for Student Success in Science (PS3)

Palo Alto Unified School District

  • Offered teacher training to recruit and train new teacher trainers
  • Collect baseline student data
  • Annual Report (7/06/04)
  1. North Cascades and Olympic Science Partnership

Western Washington University

  • Assisted schools in setting goals and implementing plans to specifically target student achievement in science
  • Connected with district and building administrators to receive support of science education reform goals and programs
  • Convened academies (workshops) to improve knowledge, provide support and disseminate acquired knowledge with other teachers
  • Created a scholarship program to increase quantity, quality, and diversity of science teachers entering the workforce
  • Pilot school-based student club that would support future teachers
  • Revise elementary education major at partner IHE
  • Expand science tutoring program to further extend its geographic reach
  • Prepare teacher leaders with skills in coaching and mentoring to support new teachers or student interns
  • Recruited secondary science education faculty and postdoctoral fellow to bring in expertise to build research agenda and build on faculty's ability to contribute to science education research
  • Annual Report (6/08/04)
TARGETED:Cohort III  
  1. Boston Science Partnership

University of Mass. - Boston

  • Facilitate vertical teaming among teachers
  • Conduct seminars and training for teachers and graduate students
  • Recruited high school students to enter science and engineering schools
  • Develop Master of Science in Science Education program
  • Held conference on team building for leader teachers
  • Annual Report (6/15/05)
  1. Math and Science Partnership in New York City (MSPinNYC)

City University of New York (CUNY), Hunter College

  • Conduct evaluations of hub schools
  • Structure and conduct professional development programs for teacher leaders and undergraduate interns
  • Identify IHE faculty to facilitate professional development programs
  • Form teacher-researcher teams that meet monthly to plan, conduct, and revise two lessons
  • Recruit into and modify teacher education programs
  • Develop mechanisms to ensure that what is learned at the micro level is sustained, scaled up, and institutionalized
  • Surface research questions to support implementation and practice
  • Annual Report (6/22/05)
  1. Project Pathways: A Math and Science Partnership Program for Arizona Targeted Project Track

Arizona State University

  • Developed, piloted, and implemented graduate courses for secondary math and science teachers
  • Organize fall summit for guidance counselors to provide them with the resources and information that they need to advise students on the benefits of continuing math and science course taking
  • Develop and pilot platforms for English language learners
  • Annual Report (6/16/05)
  1. Rocky Mountain Middle School Math Science Partnership: 15 Months to Highly Qualified

University of Colorado at Denver

  • Institutionalize the development, adaptation, and implementation of university course work
  • Create professional development activities that are grounded in scientifically-based research and tightly linked to quality instructional materials
  • Support teachers and their districts in the implementation of challenging, research-based curriculum targeting traditionally under represented groups for outreach and intervention
  • Proposal (12/16/03)
  1. A Greater Birmingham Partnership: Building Communities of Learners and Leaders in Middle School Mathematics

Birmingham-Southern College

  • Develop and deliver summer courses to increase effectiveness of middle school math teachers
  • Revise existing and develop new UAB math courses
  • Proposed middle school math certification route
  • Recruit minority pre-service teachers
  • Conduct follow-up sessions and develop support team
  • Conduct outreach activities to parents, community, and administrators
  • Annual Report (6/01/05)
INSTITUTE: Cohort II  
  1. Institute for Advanced Study (IAS)/Park City Mathematics Institute (PCMI)

Institute for Advanced Study

  • Designed assessment instruments to provide baseline assessment data
  • Conducted professional development institutes for middle school and high school math teachers
  • Implemented video club as an interactive discussion of learning and teaching
  • Coached and provided individual support to teachers, especially younger ones
  • Annual Report (6/21/05)
INSTITUTE: Cohort III  
  1. The Rice University Mathematics Leadership Institute

William Marsh Rice University

  • Established roadmap for presenting the program to the district and school leadership and reviewing roles and responsibilities of each partner
  • Designed and uploaded project specific Web site and plan to set up e-communications system to facilitate support
  • Develop schedule and curriculum for the first summer leadership institute
  • Annual Report (5/27/05)
  1. NSF Institute: Preparing Virginia's Mathematics Specialist

Virginia Commonwealth University

  • Recruit teachers to serve as full-time, school-based mathematics specialists and develop/conduct training Institutes
  • Measured impact of Institutes in transforming effective classroom teachers into disciplinary leaders
  • Annual Report (7/13/05)
  1. Standards Mapped Graduate Education and Mentoring

Florida Atlantic University

  • Conducted two week summer institute to create detailed syllabi for Master of Science in Teaching (MST) courses for Master Teachers
  • Created MST curriculum board and convened initial meeting
  • Offered two weekend workshops to publicize the institute partnership to middle grade math teachers and recruit 20 Master Teachers
  • Taught evening MST course for the new Master Teachers
  • Convened end of semester pedagogy meeting for master teachers and recruitment for summer institute from low performing middle schools
  • Annual Report (4/23/05)
  1. University of Pennsylvania Science Teachers Institute: Preparation and Retention of Highly Qualified Science Teachers Through Content Intensive Programs

University of Pennsylvania

  • Provide content intensive Master's degree programs for training in-service science teachers
  • Develop Master of Integrated Science Education degree for current middle school level science teachers
  • Develop Master of Chemistry Education degree for current high school level science teachers
  • Develop a resource center to support participating and graduate teachers as they become teacher leaders and implement classroom reforms
  • Create an Administrator's Math/Science Academy for school administrators to become better prepared at creating a school environment conducive to improved teaching and learning
  • Proposal (12/16/03)
  1. The Fulcrum Institute for Education in Science

Tufts University

  • Convened first Launch Workshop, which engaged teachers in hands-on science activities and introduced them to the Fulcrum staff
  • Conducted monthly meetings of the Science Working Group to develop curricula and curricular materials for online science education courses, which will be offered to teachers
  • Annual Report (5/09/05)
  1. Math in the Middle Institute Partnership

University of Nebraska - Lincoln

  • Developed and submitted for review all data collection instruments
  • Gathered baseline data for teachers on teacher knowledge, beliefs, and classroom practice
  • Submit an article for review by the Journal of Mathematics Teacher Education
  • Developed curricula and convened math institute for teachers
  • Annual Report (5/26/05)
  1. Oregon Mathematics Leadership Institute Partnership

Oregon State University

  • Select project staff and form district and school leadership teams
  • Conduct a leadership summit for orientation to the project, roles and responsibilities, and identification of priority professional development needs
  • Conduct planning retreat for project staff to plan for summer institutes and academic year follow-up activities
  • Conduct a leadership seminar for project staff and leadership teams around best instructional practices and math content knowledge for teachers
  • Conduct initial site visits to selected participant schools for project orientation and identification of priority professional development needs
  • Conduct first summer institute
  • Annual Report (4/29/05)

1 This award ended early by mutual agreement.

« back to contents