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 could 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, government at all levels, and business and industry should become more engaged as 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 technology.

These recommendations are elaborated in Chapter 7.

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