supports these declarations. Under the CSMTP’s vision, college and university leaders would recognize the ramifications of real commitment to improving teacher education in science and mathematics. For example, faculty who teach lower division courses might need to restructure both content and pedagogical approaches, especially in courses that will be taken by prospective teachers for grades K-8, where many of these teachers will not become certified or endorsed in these subject areas. Many national organizations have called for all undergraduates to experience science and mathematics through inquiry-based approaches. This could require departments in these subject areas and their institutions to provide the facilities, equipment, and financial resources needed to give all students engaging laboratory and field experiences, including students who traditionally have not chosen such coursework in the past. In addition, postsecondary faculty members who teach such courses need tangible support and recognition for such efforts from their institution’s leadership. These kinds of issues are discussed in greater detail in Chapter 7.
Depending on the structure of the partnership, leaders from the K-12 education community also must express their strong commitment to the success of the partnership. Under the CSMTP’s vision, these leaders would affirm their schools’ and districts’ responsibility to provide funding for ongoing professional development of teachers and for designing a workplace environment that allows teachers to thrive as members of a professional community. In such an environment, time, tangible resources, and support would be provided to teachers for meaningful career enhancement activities. Teachers would have opportunities to work together and with their higher education counterparts to develop and evaluate programs. Both directly and through their participation
Once the relationship between the school and the college has been established, the teachers acquire leverage outside their classrooms and schools. The college connection enables teachers to redefine their roles and increase their responsibilities beyond the walls of their classrooms without leaving classroom teaching…. Teachers are provided with visibility and expand their professional influences and self-confidence, enabling them to assume “boundary-spanning” roles that none had experienced previously.
Boles and Troen, 1997