high schools to teaching. It is not unreasonable to expect that students of schools participating in partnerships would already have experienced the kinds of teaching that would lay the groundwork for them to go on to become effective teachers themselves. The coordinated teacher education programs provided by the partnerships envisioned here would assist these students in becoming particularly well-qualified teacher candidates.

In addition, through programs and incentives, partnerships could become important catalysts that encouraged high-achieving local students to consider careers teaching science, mathematics, or technology. For example, the partnerships could provide opportunities for local students to interact closely with student and mentor teachers who are involved with the partnership. Partnerships could offer opportunities for prospective teacher candidates to visit and participate in university-sponsored recruiting programs during the school year, on weekends, or during summers. The partnerships also could create a coordinated system of advising that spans the high school and college years to encourage more students to consider teaching as a career.

2. Availability of student teachers and interns. Establishing a formal agreement that makes student teachers and interns available to partner school districts would give these districts ready access to the pool of preservice teachers who are enrolled in the two- and four-year colleges and universities within the partnership. Because all of the parties would have agreed on standards for preservice preparation in science, mathematics, and technology as well as in pedagogy, districts could be assured that these preservice students would be qualified to undertake a practicum, internship, or other teaching experience. In turn, institutions of higher education could be confident that the students they sent out as student teachers would have a teaching experience of high quality, assisted by the district’s own experienced teachers in consultation with the students’ college or university supervisors.

An impediment to this plan is the need for financial support. Many potential teacher candidates, especially those from lower socioeconomic or underrepresented populations, cannot afford to spend extended periods of time in practicums or other kinds of student teaching due to family and other financial obligations. Financial support of potential teachers would enable a more diverse population to consider teaching as a profession.

3. Definition and enforcement of standards of quality for teacher preparation and professional development, including routes for certifi-

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