4. Two- and four-year colleges and universities should maintain contact with and provide guidance to teachers who complete their preparation and development programs.

5. Following a period of collaborative planning and preparation, two- and four-year colleges and universities in a partnership for teacher education should assume primary responsibility for providing professional development opportunities to experienced teachers of science, mathematics, and technology. Such programs would involve faculty from science, mathematics, and engineering disciplines and from schools of education.

FOR THE K-12 EDUCATION COMMUNITY

1. Following a period of collaborative planning and preparation, school districts in a partnership for teacher education should assume primary responsibility for providing high-quality practicum experiences and internships for prospective teachers.

2. School districts in a partnership for teacher education should assume primary responsibility for developing and overseeing field experiences, student teaching, and internship programs for new teachers of science, mathematics, and technology.

3. School districts should collaborate with two- and four-year colleges and universities to provide professional development opportunities to experienced teachers of science, mathematics, and technology. Such programs would involve faculty from science, mathematics, and engineering disciplines and from schools of education. Teachers who participate in these programs would, in turn, offer their expertise and guidance to others involved with the partnership.

FOR PROFESSIONAL AND DISCIPLINARY ORGANIZATIONS

1. Organizations that represent institutions of higher education should assist their members in establishing programs to help new teachers. For example, databases of information about new teachers would be developed and shared among member institutions so that colleges and universities could be notified when a newly certified teacher was moving to their area to teach. Those colleges and universities could then plan and offer welcoming and support activities, such as opportunities for continued professional and intellectual growth.

2. Professional disciplinary societies in science, mathematics, and engineering, higher education organizations, governments at all levels, and business and industry should become more engaged partners (as opposed to advisors or overseers) in efforts to improve teacher education.

3. Professional disciplinary societies in science, mathematics, and engineering, and higher education organizations also should work together to align their policies and recommendations for improving teacher education in science, mathematics, and engineering.



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