Developing Exemplary Math Teacher Leaders
Developing Exemplary Mathematics Teacher Leaders for High-Need Schools: Content, Equity and Leadership
NSF Award Number: DUE-1950222
New Boston College Noyce Master Teaching Fellowship Program
We are pleased to announce that Boston College will offer a new round of Noyce Master Teaching Fellowships (MTF) for outstanding secondary math teachers from high-need school districts. The purpose of these Fellowships is to support teachers who have exhibited excellent skills and knowledge in becoming highly qualified instructional leaders and mentors. Master Teaching Fellows in this program will become 1) more knowledgeable in mathematics, 2) better prepared to enact equitable pedagogy in their mathematics classrooms and 3) ready to provide mentorship and instructional leadership in their own schools and districts. This program is organized by Boston College Faculty members in the Lynch School of Education and Human Development and the Mathematics Department, and will be carried out in partnership with the Education Development Center (EDC). The project is supported by the National Science Foundation and by Boston College. (NSF award information)
Applicants to this BC Noyce Master Teaching Fellowship must:
agree to a 5 year commitment to the fellowship (June 2021 - May 2026)
have master's degree in mathematics, education, or a related field
have a bachelor’s degree in mathematics or a related area with an overall GPA of at least 3.0
have a professional MA license (preferred, though teachers with initial licenses will be considered provided that they work towards and obtain professional licenses by the end of the program with support of coursework)
be a United States citizen, national, or permanent resident alien
teach secondary mathematics in a high-need school in the greater Boston area
have deep knowledge of mathematics content that is relevant to secondary teaching, and of the Massachusetts state standards for Mathematics
be recognized for excellence in teaching by their school or district administrators
Each Boston College Noyce Master Teaching Fellow will:
• receive a stipend of $13,500/year for five years, plus one no-cost course/year at Boston College
• develop mathematical expertise through coursework and seminars
• develop practical tools of equitable pedagogy
• develop experience as instructional leaders and mentors
• participate in the professional learning community built around this project
• receive financial support to attend mathematics education conferences or workshops.
Collaborating with professionals at Education Development Center, the MTF program will provide activities that concentrate on helping the teachers develop mathematical expertise and tools to promote equitable pedagogy in schools, and become highly qualified instructional leaders and mentors. These include:
Focus on Content and Equity
Mathematical Practice Seminar – This seminar is the core of the professional learning community and includes MTF, math educators, mathematicians and math graduate students. It will occur monthly over the course of each school year for a total of seven meetings, each approximately 3 hours long (dinner included). The content of these practice seminars will center on high school mathematics topics that are traditionally challenging to learn and to teach, considered through the lens of the MA Curriculum Standards for Mathematics, including both the Standards for Mathematical Practice and the relevant content standards. There will also be time to consider connections to equitable classroom practices and the mentoring and leadership aspects of the program.
Summer Equity, Mentoring and Leadership Institute (EDC) – In each of the four summers of Years 2 to 5, each master teaching fellow will engage in a 4-day professional learning experience at the EDC Intensive Summer Institute. The primary components of the summer work are: rich experiences doing math in ways that reflect how mathematicians do their work, MathEquityTM discussions, and examining equity through the lens of opportunity gaps. The summer work will provide teachers practical tools, theoretical perspectives and inquiry practices that will inform their work throughout the school year.
Coursework and Colloquium Series
Mathematics Education Colloquium Series – This colloquium series, organized by Boston College, will offer four talks per year from national mathematicians and mathematics education leaders on topics of interest to teachers and other educators. Through this colloquium series, MTF will learn about the latest research in curriculum development and mathematics education. Each colloquium will be scheduled after school and will be followed by a Mathematical Practice seminar.
Graduate Coursework – Master teaching fellows will take one pre-approved 3 credit graduate course at Boston College in each year of the program (for a total of 15 credits) to strengthen their knowledge of mathematical content and pedagogy in a targeted fashion. The graduate courses in education and in math will directly support MTFs as they assume leadership roles in their schools and districts, equipping them with a bigger picture.
Pathway to Teacher Leadership
One-on-One Mentoring by Mathematicians and former Master Teacher Alumni – Mathematician mentors from Boston College and master teachers from our previous Noyce project will support MTFs with regular meetings, classroom visits and pre- and post-visit conversations.This provides MTF opportunities to engage with faculty and colleagues in discussions about math teaching to enhance and refine their content knowledge and pedagogy, as well as to prepare to become a mentor themselves.
Mentoring a beginning math teacher – In the summer of Year 1, MTFs will complete a credit-bearing online offering from Boston College’s Pathways to Professional Development which has a specific focus on mentoring and the induction of new teachers. This will help prepare MTFs for mentoring a beginning math teacher (a “mentee”) in their own districts in Years 2 and 3. In these years MTFs will visit their mentee’s classes, co-plan lessons tasks and have regular meetings, which will include developing high cognitive demand math tasks. They will also regularly meet with the project team to discuss the progress of their mentee and to continue to learn about the clinical component of mentoring.
Professional development and pre-service leadership opportunities – In Years 3 and 4, as MTFs become more confident in their leadership and mentoring skills, they will be asked to act as learning facilitators, designing and organizing professional activities to promote improved teaching and learning among their colleagues. This will begin with leading activities at the Mathematical Practice Seminars and will be supported by the summer institute organized by EDC. The culmination of the program will be each MTF’s individual Capstone project, a leadership initiative to be enacted in their school or district which addresses equity and high-quality mathematics instruction. MTFs may also contribute to the pre-service education program at Boston College by participating in our math or math education courses as guest instructors or as developers of course materials.
Applicants must submit their application to Prof. Albert at Lillie.firstname.lastname@example.org
The application package includes:
the completed application form
transcripts indicating a bachelor’s degree in mathematics or a related area, with an overall GPA of at least 3.0
two letters of recommendation
a two-page personal narrative about your mathematics education experiences.
Application Deadline: Applications completed by March 31st, 2021 will be given full consideration.
Applicants will be notified after mid-April if they are selected for an interview.
Fellowship awardees will be notified by May 2021.
The program begins in June 2021.
Lillie R. Albert, Ph.D. is an Associate Professor at Boston College Lynch School of Education and Human Development. She teaches graduate and undergraduate courses in mathematics methods and problem solving. Her work with teachers is deeply rooted in sociocultural contexts to encourage lasting learning through equity mathematics instructional practices. She is an active member of the National Council of Teachers of Mathematics and American Educational Research Association. Other professional activities include collaborating with mathematics education scholars and colleagues in South Korea.
Eden Badertscher, Ph.D. is a nationally recognized expert in equity and social justice in mathematics education. She leads a body of work that focuses on strengthening our system of education and supporting educators to 1) become change agents able to disrupt dominant narratives and the cradle-to-prison pipeline, 2) promote all students’ learning and productive identity and, 3) provide STEM education to those who are directly impacted by the carceral system. She has extensive expertise in systems change relative to race-based inequities using mixed-methods and design research. In 2018, she was awarded the National Council of Supervisors of Mathematics (NCSM) Kay Gilliland Equity Award.
Juliana Belding, Ph.D. is an Associate Professor of the Practice of Mathematics at Boston College. For more than 10 years, Juliana has worked with middle and high-school math educators. This includes facilitating study groups and seminars focused on mathematical investigations and practices, serving as a mathematician mentor for early-career teachers in high-needs districts as part of the BC-Math-for-America-Boston Noyce Teaching Fellowship, and leading math inquiry in the DEbT-M Math Science Partnership in Pittsburgh (Designing for Equity by Thinking about Mathematics). In 2018, she was part of a team which produced a nation-wide review of State Standards in Math through the Fordham Institute.
C-K Cheung, Ph.D. is an Associate Professor of Mathematics at Boston College. He has been working with elementary, middle, and high-school math teachers since the late 1990s that includes mentoring, classroom visits, and teaching seminars. In the last ten years, he has taught many mathematics content courses to pre-service and in-service teachers that emphasized the detailed exposition of school mathematics with mathematical integrity.
Solomon Friedberg, Ph.D., McIntyre Professor of Mathematics at Boston College, has been engaged with K-12 math education since the 1990s. He is Chair of National Academy of Science's U.S National Commission on Mathematics Instruction, serves on the Board of Directors of Math for America Boston, was the lead math reviewer on a recent project to evaluate the nation's K-12 curriculum standards organized by the non-profit Fordham Institute, and served an editor of the CBMS book series Issues in Mathematics Education from 2006 to 2020. Prof. Friedberg's own teaching was recognized with an Award for Distinguished College or University Teaching from the Mathematical Association of America.