SEEKING NEW ENGLAND GRADE 3-4 CLASSROOM MATH TEACHERS
FOR COMPENSATED RESEARCH OPPORTUNITY
Our Project EAGLE (Eliciting Advanced Gifted Learning Evidence) team at the University of Connecticut is seeking Grade 3 and 4 classroom math teachers (preference given to classrooms with some English learners) from across New England to participate in our Javits* funded research project.
Join this exciting project to develop a dynamic assessment system to observe math talent in Grade 3 and 4 students!
If you are a Gr. 3 or 4 math teacher with English learners in your classroom, please consider joining us to:
- Attend three one-day professional learning sessions at the University of Connecticut or a location near your school.
- Reimbursement for your time, mileage, meals, and lodging (if needed) to attend a two-day professional learning session early in the academic year and mileage and meals for a one-day professional learning sessions later in the academic year.
- Prep and teach five high-interest, one-hour math activity lessons based on Project M2, M3, and A3
- Observe your students while they work on the math activities to determine if any of them are exhibiting behaviors on our Points of Promise Math Talent Behaviors Checklist.
- Have your class observed by the Project EAGLE team for two to four of the lessons and participate in semi-structured interviews to share your feedback on the lessons and checklist.
- Be compensated at your district hourly rate for the time beyond the school day that you spend on this project for professional learning (3 days for 24 hours); lesson preparation (two hours for each of five lessons); and participating in interviews (two to four semi-structured interviews of approximately 45 minutes each).
Questions? Please reach out to us at firstname.lastname@example.org or Dr. Del Siegle at 860.486.0616.
Interested? Please complete the this form via our Qualtrics secure system.
*FUNDED BY JACOB K. JAVITS GIFTED AND TALENTED STUDENTS EDUCATION PROGRAM, U.S. DEPARTMENT OF EDUCATION PR/AWARD # S206A220040
Project EAGLE goals:
- to develop a dynamic approach to equitably identify gifted ELs in the familiar context of classroom math instruction;
- to build classroom teachers, gifted specialists, and EL teachers’ capacity for fostering and spotting gifted talent; and
- to increase the number of ELs nominated for gifted services.
There is clear and mounting evidence that gifted education must address the serious challenges associated with the underidentification and underservicing of diverse populations of gifted students. For example, English learners (ELs)
are the fastest growing population of learners in the U.S., yet they are among the most underrepresented groups in gifted education. Each year, tens of thousands of talented young people are overlooked for gifted services simply because they learned a language other than English as a child. Their teachers focus on their limited English skills and fail to recognize the brilliant mind they possess. Project EAGLE addresses this issue by creating learning situations where students' math talent and potential can be recognized.
- Professional Learning VideosThe Project EAGLE team is working with the Eyeglue video team to produce professional learning videos featuring the Points of Promise checklist.
- Project EAGLE funded for $2.9 millionRenzulli Center Director Del Siegle (PI), along with D. Betsy McCoach (Co-PI) and Susan Dulong Langley, has received a $2.9 million Javits grant to improve identification of English learners (ELs) for gifted services. ELs are among the most underidentified of underserved populations, while being the fastest growing population. The researchers note that static assessment measures […]
- Project EAGLE Featured in UConn TodayA team of Neag School of Education researchers is developing a new initiative designed to help educators overcome language barriers to identify gifted students among English learners. Project EAGLE (Eliciting Advanced Gifted Learning Evidence) is one of several gifted education grants at UConn, including the National Center for Research on Gifted Education (NCRGE), that address inequity […]