• improve the teaching of algebra in middle schools and high schools;
• create new teacher leaders at the middle school and secondary school level; and
• change the climate in each school so that teachers continue to work on improving the teaching of algebra.
  

• improve their effectiveness as teachers;
• increase their interest in K-12 education.
  

• encourage mathematics majors to seek a career in secondary education; and
• help math majors to see that students from any socio-economic class can excel in mathematics with a good teacher and good curriculum

• Two different cohorts of secondary teachers, graduate students, and undergraduates will be selected.
• The partners will work together to select nine secondary algebra teachers who are insightful, determined to grow as teachers, and who will be able to lead their colleagues.  Similar qualities will be sought in the graduate students.  
• The undergraduate mathematics majors will be selected on the basis of their mathematical ability, an interest in exploring a teaching career, and their perceptiveness about the motivations of students, especially minority secondary school students.

• The course will include activities that are mathematical and others will involve discussion of readings and construction of lessons.
• The activities will be informed and influenced by the PIs’ observations of algebra courses in the K-12 partner schools and at the university, and collaboration with the school partners. While taking the course, all participants will be engaged in teaching algebra.  
• The class activities in the fall will include assignments to be carried out in classrooms, and in the spring, activities will include small lesson study projects.
• During the summer after the course, each cohort will work with the directors to prepare for the lesson study sessions in the secondary schools and among graduate students
  

• Each undergraduate will work ten hours a week during the school year in classes of one secondary school teacher.  
• The teacher will be in charge of the classroom, but the undergraduate will help with planning and execution of lessons.  We hope the presence of the undergraduate will encourage the teacher to experiment more than if she or he worked alone.
  

• The lead secondary teachers from the cohort will meet daily with participating teachers either during their common preparation periods or through class visitations and released time, depending on the district plan.
• In the first plan, each lead teacher works with two or three other teachers during a common released period, to discuss the lessons they are teaching, the reactions of the students, and alternatives to try.  In addition the lead teacher will have a second class bought out so he or she will have time to visit the classes of the other two or three regularly, as well as meet with the district coordinator and the directors.
• In the second plan, one of the lead teachers will teach one class and be released for the rest, in order to work with other teachers in the district middle schools.  This teacher will coach and provide demonstration lessons, meet weekly with the other teachers, plan and share lessons with the other lead teachers, and work with them to plan the monthly in-service days.

• Of the nine graduate students from the cohort, three will be selected by the directors as peer leaders. 
• Each lead graduate student will meet weekly with three other graduate students.  Their sessions will be like those described above for the secondary schools. 
• Each director will visit one of the classes weekly and the lead graduate student will also visit a class weekly.

• Attendance and pass fail records for secondary algebra students and remedial college classes.
• An outside evaluator will interview teachers in the partner districts and graduate students at SFSU, before and after the project participation.
• Attitude surveys of secondary teachers and graduate students about perceptions of their students attitudes and motivation to learn and participant evaluations.
• Student questionnaires for secondary students and college students in the remedial classes.
• Attendance and pass fail records for secondary algebra students and remedial college classes.
• Undergraduates' intentions to go into education.
  

Please send comments/additions to Eric Hsu.