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  1. Mike Steele
  2. Professor
  3. Presenter’s NSFRESOURCECENTERS
  4. University of Wisconsin-Milwaukee, Milwaukee Public Schools, School District of South Milwaukee
  1. Barbara Bales
  2. Director, Strategic Initiative and Educational Innovation
  3. Presenter’s NSFRESOURCECENTERS
  4. University of Wisconsin-Milwaukee
  1. Craig Berg
  2. Professor
  3. Presenter’s NSFRESOURCECENTERS
  4. University of Wisconsin-Milwaukee
  1. Anja Blecking
  2. Assistant Professor
  3. Presenter’s NSFRESOURCECENTERS
  4. University of Wisconsin-Milwaukee
  1. Angela Ford
  2. Mathematics Curriculum Specialist
  3. Presenter’s NSFRESOURCECENTERS
  4. Milwaukee Public Schools
  1. Laura Maly
  2. Mathematics Teacher Leader
  3. Presenter’s NSFRESOURCECENTERS
  4. Milwaukee Public Schools
  1. Jenny Sagrillo
  2. Graduate Research Assistant
  3. Presenter’s NSFRESOURCECENTERS
  4. University of Wisconsin-Milwaukee
  1. Rochelle Sandrin
  2. Science Curriculum Specialist
  3. Presenter’s NSFRESOURCECENTERS
  4. Milwaukee Public Schools

The Milwaukee Master Teacher Partnership

NSF Awards: 1557397

2019 (see original presentation & discussion)

Grades 9-12, Adult learners

The Milwaukee Master Teacher Partnership is a Noyce Track 3 project aimed at high school mathematics and science teachers.  With the support of faculty and staff from the University of Wisconsin-Milwaukee and Milwaukee Public Schools, teachers identify areas of their practice to interrogate related to content knowledge, pedagogy, and teacher leadership.  They earn four action research-based microcredentials each year which require them to identify a topic of interest, engage with research on best practice related to that topic, design lessons to use in their classroom that demonstrates their knowledge and skills, and analyze and reflect on those data from the classroom implementation.  Now in our third year, MMTP teachers have begun to strategically build their knowledge and practice by earning microcredentials that represent both breadth and depth in topics of study. Teachers have engaged in deep study of their questioning and discourse practices, analyzed the tasks they choose and use with students, designed new courses for the district, and designed and implemented coaching and teacher leadership projects that support the learning of other professionals in their building.  Our video this year showcases the agency teachers have had in their own learning and describes in their own words the changes in their knowledge and practice. 

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