Purposes
The overarching purpose of the Vermont Mathematics Partnership (VMP) is to enhance the mathematics performance of preK-12 students in Vermont. The VMP will improve mathematics instruction throughout Vermont, strengthen the systems that prepare and support teachers and school leaders, and make significant contributions to research and resources available to educators nationwide.
As an outgrowth/extension of the VMI model , VMP will:
- Extend the VMI from individual teacher leaders to entire schools and districts
- Expand the VMI to middle and secondary levels
- Extend the VMI to pre-service training of elementary, middle, and secondary teachers.
Partners
Organizations:
Vermont Mathematics Initiative
Vermont Institutes
Vermont Department of Education
Institutions of Higher Education:
University of Vermont
Castleton State College
Norwich University
Partner Pre-K-12 School Districts:
Barre City
South Burlington
Hartford
Milton
(others to be named)
Notes
(1) The VMI as it is currently constituted, and with its current K-6 mission, will be continued, and will run in parallel with the VMP.
(2) Teachers and schools in other districts will have opportunities to participate in professional development through VMI and VMP.
Principal Investigator
Dr. Kenneth I. Gross, Department of Mathematics and Statistics, University of Vermont
Dr. Gross is an internationally distinguished mathematician who is Professor of Mathematics and Education at the University of Vermont and also serves as Director of the Vermont Mathematics Initiative. He will be responsible for directing both the mathematics content instruction and materials development components, and will have overall responsibility for the project.
Co-Principal Investigator and Specialist in Effective Teaching Practices.
Regina Quinn, Vermont Mathematics Initiative
Ms. Quinn served as an elementary teacher, teacher leader and adjunct instructor for ten years prior to joining the VMI as its Executive Director. She holds a master's degree in Educational Leadership focused on effective models of mathematics professional development. Ms. Quinn will be responsible for day-to-day project operations, planning project staff development and helping ensure the quality of project support for and materials on exemplary practices for mathematics instruction.
Co-Principal Investigator for School Implementation
Dr. Marc Hull, Vermont State Department of Education
Dr. Hull has served as Vermont's Commissioner of Education, Chief of Special Education, Superintendent of Schools, special education teacher and Professor of Education at the University of Vermont throughout his 35-year career in education. He will be responsible for ensuring linkages to the "No Child Left Behind" legislation and coordination with the VT-DOE on school implementation. His participation will be supported by the Vermont Department of Education.
Co-Principal Investigator for Project Administration and Assessment Specialist
Dr. Douglas Harris, Vermont Institutes
Dr. Harris is the Executive Director of the Vermont Institutes. He will be responsible for linkages to VTDOE on statewide assessment, teacher quality, and linkages to VI on project evaluation, technology, consulting services, and project fiscal management.
Co-Principal Investigator for Mathematics Evaluation and Assessment
Dr. Carl Lager, Vermont State Department of Education
Dr. Carl A. Lager completed his Ph.D. in Education at UCLA, with an emphasis on the impact of language on mathematical learning. At the Vermont State Department of Education Dr. Lager is responsible for developing mathematics assessments for students whose primary language is not English. Dr. Lager has been a classroom mathematics teacher at the middle and secondary levels. He will be responsible for leading the development of the mathematics assessment and evaluation of the VMP, as well as leading the VMP implementation at the middle and secondary levels.
VMP Goals
Goal 1: Teachers, and teachers in training, deeply understand mathematics and can translate their knowledge into high levels of student learning.
Goal 2: School support systems are rich with learning opportunities for both students and teachers.
Goal 3: Partner schools and districts use valid and reliable ongoing assessments and feedback systems to continuously improve mathematics learning for all students.
Goal 4: Mathematicians and educators collaborate to develop high quality professional development materials and protocols for teachers and teachers-in-training to build understanding of mathematics content, instructional practices, equity strategies, and educational leadership.
Goal 5: Mathematicians and mathematics education faculty support collaborative research efforts among pre-K educators, contributing to the state and national research base in the teaching and learning of mathematics.
Improving student performance is the ultimate goal and justification for the VMP.
VMP Components
- Building on Innovative VMI Exemplary Teacher Model: Expansion of the VMI from the current K-6 mathematics teacher leadership effort, building:
- From teams of teachers to whole school systems
- From elementary to middle and high school
- From in-service to pre-service education.
- Development and coordination of Equity strategies for improving mathematics learning or all students.
- Development of School Support Systems for teachers and students to improve mathematics learning for all students.
- Production of curriculum materials to support the in-service professional development as well as an enhanced pre-service curriculum.
- Collaborative research efforts among mathematicians, educational leaders, and preK-12 teachers.
- Ongoing assessment in support of the desired outcomes.
Improving student performance is the ultimate goal and justification for the VMP.
- Communication and Statewide Dissemination Strategies
Findings, services, and programs developed through VMP will be made available to teachers throughout Vermont.
Continuation after NSF funding ends
Through the close cooperation of VMI, VI, and the VT-DOE, the VMP will continue to engage with other districts throughout the state, thereby insuring statewide impact of the VMP.
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