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Developing the Foundations for Systemic Reform of K-12 Mathematics
Through a Regional Collaborative Project
Principal Investigators
Judith Fonzi
Director, Warner Center for Professional Development and Education
Reform
Raffaella Borasi
Dean of the Warner Graduate School of Education and Human
Development
Read Warner Word article
Fonzi
Scores the Warner School's Largest Grant Ever
Read press release
$2.4
Million Grant to Warner School Aims for Deeper Knowledge of
Math
Description
The grant aims to increase the math knowledge of teachers,
parents, and community members so that they can help K-12
children develop a deeper, more useful understanding of mathematics.
The project creates a series of professional development school
programs in four local school districts, including the City
of Rochester School District. The programs involve pre-service
teachers, in-service teachers, administrators, and higher
education faculty and consist of five key components:
- In-depth annual data analysis to determine the needs of
the students, teachers and the program.
- Immediate intervention to provide additional support
to the students most in need of assistance.
- On-going professional development that includes opportunities
for participants to reflect on their own practices, and
opportunities specifically focused on learning (such as
new instructional strategies, new resources, how to use
appropriate technology, the current research in mathematics,
teaching, and learning), and in-class support while participants
are try out new instructional practices.
- Planning and implementing a parental involvement program.
- Ongoing assessment and evaluation of the professional
development program itself.
The insights and experiences gleaned from this project directly
affect the Warner School’s pre-service and master’s
programs, as pre-service and master’s students participate
in the project work as part of their teacher preparation/professional
development programs. In addition, the pre-service methods
courses are specifically designed to prepare students to work
with project teachers and therefore are routinely revised
to include experiences common to both programs.
Supported by
New York State Dept. of Education
Timeframe
9/99 – 8/03
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