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Commissions :: Science & Mathematics Teacher Imperative
The Association of Public and Land-grant Universities (A۰P۰L۰U)—the nation’s public research universities—launched an initiative, known as the Science and Mathematics Teacher Imperative (SMTI), to transform middle and high school science, technology, engineering and mathematics (STEM) education by preparing a new generation of world-class science and mathematics teachers.
The SMTI initiative has grown to include 135 public research universities—including 14 university systems--across 45 states. Collectively, SMTI members prepare more than 8,200 science and mathematics teachers annually—making it the largest STEM new teacher initiative in the country.
July 10 - The American Association for the Advancement of Science (AAAS) seeks nominations for the AAAS Early Career Award for Public Engagement with Science. Established in 2010, the award recognizes early-career scientists and engineers who demonstrate excellence in their contribution to public engagement with science activities. For more information on the award including eligibility requirements and the nomination process, please visit: http://www.aaas.org/page/aaas-early-career-award-public-engagement-science.
June 25 - The Center for American Progress released a report outlining various strategies used by teachers, administrators, and elected officials to help implement the standards. Touted as best practices to help states course correct where needed without compromising the integrity of the Common Core or the benefits it will have for students, the timing of the report was partially motivated by a desire to move beyond the political strife around the Common Core State Standards."Roadmap for a Successful Transition to the Common Core in States and Districts" was written by CAP's Carmel Martin, a former assistant secretary at the U.S. department under U.S. Secretary of Education Arne Duncan, as well as Max Marchitello, and Melissa Lazarin. The report also makes nine recommendations to help states make the common-core transition. The Washington think tank highlighted curriculum development in Colorado, teacher evaluations in New Haven, Conn., and teacher preparation in Arizona as potential models for states to use as they fully transition to the standards in the 2014-15 academic year.
Entering its sixth year, SMTI is an action-oriented response to the National Academies’ recommendation to prepare 10,000 new science and mathematics teachers (Rising Above the Gathering Storm, 2006). APLU institutions are especially well-positioned to address this national issue, given we grant 50% of the nation’s STEM bachelor degrees, prepare 30% of the nation’s secondary STEM teachers, and our large nationally ranked science faculties.
Activities for SMTI in 2013/14
SMTI Resources of Interest SMTI developed the “Analytic Framework” (AF) -- a unique common taxonomy of attributes of teacher preparation programs. For the first time -- with this tool -- institutions are able to analyze policies, processes, and practices of their teacher preparation program. See www.aplu.org/AF for more details. For the ten key attributes of quality STEM teacher preparation programs, see http://www.aplu.org/SMTI/ten_key_questions.
The Guiding Principles for Secondary Mathematics Teacher Preparation Programs describes a shared vision for preparing secondary mathematics teachers and was developed by the MTE-Partnership based upon the “Analytic Framework.” See www.aplu.org/mtep_GP for more details. And coming this year – a compilation of white papers on key challenges in transforming secondary mathematics teacher preparation, topics including: recruiting and retaining teacher candidates; improving mathematics content preparation; preparing and supporting mentor teachers; and building a common vision and partnerships.
An understanding of factors required to support sustained institutional change is key to SMTI efforts on campuses. Through an NSF-supported MSP grant, “Promoting Institutional Change to Strengthen Science Teacher Preparation,” SMTI conducted a pilot study with 25 institutions to explore how institutional change depends both on top leadership commitment and faculty ownership of the actions. See www.aplu.org/TLC for more details on The Leadership Collaborative.
In an effort to redesign and strengthen secondary mathematics teacher preparation programs, The Leona M. and Harry B. Helmsley Charitable Trust today announced a $1.05 million award to the Association of Public and Land-grant Universities’ (APLU) Mathematics Teacher Education Partnership (MTE-Partnership). The grant will be used to enhance the preparation of secondary mathematics teachers to meet the instructional shifts called for by the Common Core State Standards for Mathematics. To read more click here.
APLU is convening a small group of STEM Education Center Directors on September 15-16 to examine the need and value of a network of centers that focus on undergraduate education. The workshop will present preliminary findings of a survey of 70+ centers. We invite you to check out these centers as they are updated here. The Alfred P. Sloan Foundation is funding this convening.
On Tuesday, April 9, the final Next Generation Science Standards (NGSS), a new set of voluntary, rigorous, and internationally benchmarked standards for K-12 science education, were released.
The Leona M. and Harry B. Helmsley Charitable Trust awarded a grant to the Mathematics Teacher Education Partnership (MTE-Partnership) to support the completion of their planning process, including a second annual conference. As described in the annual update, the Partnership’s working groups will play a key role in this process -- including definition of specific problems facing secondary mathematics teacher preparation, identification of measures by which to chart progress, and exploration of possible interventions that may address those problems. A series of white papers have been commissioned to summarize the findings of the working groups which will be the focus for discussion at the MTE-Partnership invitational conference.
For more information, contact the Partnership’s Co-Director, Gary Martin
SMTI Executive Committee Chair Lee T. Todd, Jr., President of the University of Kentucky, discusses why producing more high quality science and math teachers is not just important for middle and high schools, but is an essential component to ensuring a robust economy.
President Obama greets University System of Maryland Chancellor William Kirwan, (center), University of Kansas Chancellor Bernadette Gray-Little (right), and University of Colorado at Boulder Chancellor Philip DiStefano (left). MEDIA CREDIT: AP/WIDE WORLD PHOTOS
WASHINGTON, DC (January 6, 2010)–Public research university leaders representing some 120 universities today pledged to address the national shortage of science and mathematics teachers through the Science and Mathematics Teacher Imperative (SMTI), sponsored by the Association of Public and Land-grant Universities (APLU), in a letter presented to President Barack Obama
In the letter, signed by leaders from 79 public research universities or university systems, the university presidents and chancellors “pledged to substantially increase the number and diversity of high-quality science and mathematics teachers we prepare, and to build better partnerships among universities, community colleges, school systems, state governments, business and other stakeholders.” READ FULL STORY
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