| NSF Org: |
DUE Division Of Undergraduate Education |
| Recipient: |
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| Initial Amendment Date: | July 14, 2016 |
| Latest Amendment Date: | August 1, 2019 |
| Award Number: | 1557397 |
| Award Instrument: | Continuing Grant |
| Program Manager: |
Kimberly Tanner
DUE Division Of Undergraduate Education EDU Directorate for STEM Education |
| Start Date: | August 15, 2016 |
| End Date: | July 31, 2022 (Estimated) |
| Total Intended Award Amount: | $2,372,870.00 |
| Total Awarded Amount to Date: | $2,372,870.00 |
| Funds Obligated to Date: |
FY 2018 = $475,130.00 FY 2019 = $472,808.00 |
| History of Investigator: |
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| Recipient Sponsored Research Office: |
3203 N DOWNER AVE # 273 MILWAUKEE WI US 53211-3153 (414)229-4853 |
| Sponsor Congressional District: |
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| Primary Place of Performance: |
PO Box 413 Milwaukee WI US 53201-0413 |
| Primary Place of
Performance Congressional District: |
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| Unique Entity Identifier (UEI): |
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| Parent UEI: |
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| NSF Program(s): | Robert Noyce Scholarship Pgm |
| Primary Program Source: |
04002021DB NSF Education & Human Resource 04001617DB NSF Education & Human Resource 04001819DB NSF Education & Human Resource |
| Program Reference Code(s): |
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| Program Element Code(s): |
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| Award Agency Code: | 4900 |
| Fund Agency Code: | 4900 |
| Assistance Listing Number(s): | 47.076 |
ABSTRACT
This Noyce Master Teaching Fellowship project will address the need for sustained, content-focused professional development for teams of secondary mathematics and science teachers in Milwaukee Public Schools. The project will include pathways for master teachers to (a) build content knowledge for teaching in focused areas of mathematics and science, (b) implement research-based best pedagogical practices to improve student learning, and (c) develop teams to design and conduct action research projects that lead to iterative cycles of professional development. The master teachers will acquire micro-credentials across three levels in content or pedagogical topic (such as the design of meaningful science lab experiences, or the teaching of statistics in high school mathematics courses), mentoring and leadership.
Acknowledging that the Wisconsin Strategic Plan identifies an ongoing professional skills gap for teachers across the state and that over 60% of the school districts in Wisconsin are currently designated as high-needs districts in mathematics and science, this project will create alternative incentives for the development of master teachers, which can be adapted by school systems across the state. A unique feature of this project is that the master teachers will be encouraged to customize their own professional development throughout the micro-credentialing process, making the teachers' voice central to all of the training activities. Moreover, the credentialing processes for leadership and mentoring have been designed to require master teachers to work with other teachers in their schools or districts on action research projects. The products of these activities are expected to be modular, transportable, and replicable so that the master teachers will be able to conduct similar activities with other groups of teachers, further extending the impact of the project. Project evaluation will serve to provide documentation of the extent to which the project's core activities occur as intended, collect formative and summative feedback on the fellows' experiences with project activities, and provide research support, which may include assistance with instrument or rubric development or provision of a reliability check on coding for a sample of data.
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PROJECT OUTCOMES REPORT
Disclaimer
This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.
MMTP Project Outcomes Summary for NSF
The Milwaukee Master Teacher Partnership was a partnership between the University of Wisconsin-Milwaukee (UWM) and Milwaukee Public Schools (MPS). The project team consisted of UWM education and science faculty and MPS mathematics and science curriculum specialists. The project team worked with secondary mathematics and science Master teachers in nine MPS schools to address the need for sustained, content-focused professional development through an innovative micro-credentialing program. The partnership's main project goals were (a) to build and improve content knowledge for teaching (CKT) in identified areas of need in mathematics and science, (b) to improve pedagogical practices that positively influence student learning, and (c) to develop teams of teacher leaders who design and conduct action research projects that lead to iterative cycles of professional development within MPS.
The MMTP project is based on the theory that the development of CKT in conjunction with the research-based best practices needed for a rich curriculum that supports the implementation of the Common Core State Standards for Mathematics (CCSSM) and Next-Generation Science Standards (NGSS) through an action research environment that would improve student performance in STEM subject areas. MMTP participants earn micro-credentials, or "badges," representing learning related to CKT aspects. Badge topics were selected based on information collected amongst project participants through surveys and discussions. Teachers were encouraged to identify areas of need in their own content knowledge and engage in focused study of these areas, supported by MMTP staff. MMTP participants were slated to earn at least four micro-credentials or "badges" per year during the five years of the project. Teachers selected topics of interest to them related to a CKT topic, some more focused on content knowledge, and others more focused on pedagogical content knowledge. Each badge was framed around an educational and/or specific content topic grounded in the research literature.
Years One through Three - involved developing and delivering numerous badges across a broad spectrum of interests.
Year One Badges:
- Using Action Research to Improve Teaching and Learning I.
- NGSS and CCSSM in Action
- Using Action Research to Improve Teaching and Learning II
- Models and Modeling in Science or Models and Modeling in Mathematics
Year Two Badges:
- Student Engagement and Motivation in STEM Education
- Designing and Supporting Teacher Leadership I
- Energy and Matter
- Developing Conceptual Understanding Through Task Selection in Math and Science
- Models and Modeling II
- Instructional Design Part 1: Developing a Course Curriculum
- Evolution in Action
- Supporting Productive Struggle
- Designing and Supporting Teacher Learning II
- Instructional Design Part 2: Developing and Piloting Units and Lessons
- Questioning and Discourse in Math and Science 1: Analyzing Types of Teacher Questions
Year Three Badges:
- Five Practices for Orchestrating Productive Mathematics and Science Discussions I
- Facilitating Productive STEM Discourse: Press Students for Evidence-Based Explanations (Trellis)
- Productive Small Group Work
- Environmental Education and Education for Sustainability
- Planning and Implementing Open Inquiry in Science I
- Planning and Implementing Open Inquiry in Science II
- Classroom-based Assessments to Improve Teaching and Learning I
- Classroom-based Assessments to Improve Teaching and Learning II
- Collaborative Coaching (KVEC)
- Designing and Supporting Teacher Learning I
- Designing and Supporting Teacher Learning III
- Developing Conceptual Understanding through Task Selection in Math and Science
- Teaching Math with Technology A: Focus on Rates of Change in Algebra
- Teaching Math with Technology B: Focus on Mathematical Modeling
Years Four and Five - Years Four and Five brought more focus to targeted content and pedagogy by involving all teachers in just five badges vs. independent varying pathways for badge choices indicative of Years 1-3. Feedback from the participants and the project team's assessment of past badge completion and current needs assessment suggested whole-scale involvement in a select set of badges. For year IV, the project team designed four new badges that targeted the district and participant's needs and also provided the participants with essential tools to reflect on their practice and which they can utilize in various ways in activities they would lead in the final year of the project.
Year Four Badges:
- Analysis of Classroom Instruction I
- Analysis of Classroom Instruction II
- Culturally Relevant Pedagogy
- Planning for "Lead instructional change in Mathematics and Science."
Year V badges focused on Leading Instructional Change in Mathematics and Science" within the district. The Year IV badges required participants to reflect deeply on their work while providing a framework to pursue their ideas within a broader context. During year V, participants designed and led projects that met their interests and benefitted teachers and students unrelated to MMTP work. These projects align with school or even district needs. The activities from the project's first four years laid the foundation for the MMTP participants to focus on leadership development and delivery of CKT and PCK to MPS teacher colleagues in classrooms and schools and conducting action research to determine the impact of such activities on teachers and students.
Last Modified: 12/20/2022
Modified by: Craig A Berg
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