achievement in science, mathematics, and technology of the students in the schools that are members of the partnership. The partnerships also might undertake directed research within the member organizations to find ways to improve further teacher education and student outcomes in science, mathematics, and technology. Faculty in schools of education could play an especially critical role in directing some of their research efforts to evaluating systemically the efficacy of teacher education programs in these partnerships.

The committee acknowledges that achieving this vision will not be straightforward, easily accomplished, or inexpensive. It will require fundamental rethinking and restructuring of the relationships between the K-12 and higher education communities in SME&T, including financial relationships. It also will require fundamental revamping of teaching as a profession.

The CSMTP recommends that

1. Teacher education in science, mathematics, and technology be viewed as a continuum of programs and professional experiences that enables individuals to move seamlessly from college preparation for teaching to careers in teaching these subject areas.

2. Teacher education be viewed as a career-long process that allows teachers of science, mathematics, and technology to acquire and regularly update the content knowledge and pedagogical tools needed to teach in ways that enhance student learning and achievement in these subjects.

3. Teacher education be structured in ways that allow teachers to grow individually in their profession and to contribute to the further enhancement of both teaching and their disciplines.

As outlined, then detailed in its vision, the CSMTP believes that the goals and objectives of these general recommendations can be achieved by all two- and four-year colleges and universities (those with and without programs in teacher education) working with school districts to establish partnerships for teacher education.

The CSMTP further offers the following specific recommendations: