As a result of nearly two years of study and deliberation, the CSMTP proposes the following six Guiding Principles, which together constitute a new vision for improving teacher education in science, mathematics, and technology:
The improvement of teacher education and teaching in science, mathematics, and technology should be viewed as a top national priority.
Teacher education in science, mathematics, and technology must become a career-long process. High-quality professional development programs that include intellectual growth as well as the upgrading of teachers’ knowledge and skills must be expected and essential features in the careers of all teachers.
Through changes in the rewards for, incentives for, and expectations of teachers, teaching as a profession must be upgraded in status and stature to the level of other professions.
Both individually and collectively, two- and four-year colleges and universities must assume greater responsibility and be held more accountable for improving teacher education.
Neither the higher education nor the K-12 communities can successfully improve teacher education as effectively in isolation as they can by working closely together. Collective, fully integrated efforts among school staff and administrators in individual schools and districts, teacher unions, faculty and administrators in institutions of higher education, policymakers from local colleges and universities, and parents are essential for addressing these issues.
Many more scientists, mathematicians, and engineers must become well informed enough to be involved with local and national efforts to provide the appropriate content knowledge and pedagogy of their disciplines to current and future teachers.
Adhering to these Guiding Principles will not be straightforward, easily accomplished, or inexpensive. To do so 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 committee also holds that a critical pathway to achieving these changes will be the establishment of K-16 partnerships whose integrated programs and activities go well beyond those of most partnerships that exist today.
The committee envisions that all of the contributors and stakeholders in these partnerships would be recognized