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study videos of teaching methods and approaches that will be archived by the University of California television system for use by students and faculty in subsequent institutes and by teachers in the field. Students develop the portfolios that eventually will be required of teachers to become certified by a national board. Students who complete the institutes receive $5,000 scholarships.

Both the UTeach and California Teach programs provide a continuum of pre- and in-service teacher education and professional development and established cohorts and relationships that are crucial for retaining the most talented individuals in the profession. California Teach also will provide the nation with a large-scale experiment to show which elements of teacher preparation are most effective. Replicating the strong points of such programs around the country will transform the quality of our science and mathematics teaching.16

ACTION A-2:
A QUARTER OF A MILLION TEACHERS INSPIRING YOUNG MINDS EVERY DAY

Strengthen the skills of 250,000 teachers through training and education programs at summer institutes, in master’s programs, and in Advanced Placement (AP) and International Baccalaureate (IB) training programs. Excellent professional development models exist to strengthen the skills of the 250,000 current mathematics and science teachers, but they reach too few in the profession. The four-part program recommended by the committee consists of (1) summer institutes, (2) master’s degree programs in science and mathematics, (3) training for advanced placement and International Baccalaureate teachers, and (4) development of a voluntary national K–12 science and mathematics curriculum.


We need to reach all K–12 science and mathematics teachers and provide them with high-quality continuing professional development opportunities—specifically those that emphasize rigorous content education. High-quality, content-driven professional development has a significant effect on student performance, particularly when augmented with classroom practice, year-long mentoring, and high-quality curricular materials.17

16

The National Academies has also published a report on demonstration programs for PhD K–12 teacher programs: National Research Council. Attracting PhDs to K–12 Education: A Demonstration Program for Science, Mathematics, and Technology. Washington, DC: The National Academies Press, 2002.

17

D. K. Cohen and H. C. Hill. “Instructional Policy and Classroom Performance: The Mathematics Reform in California.” Teachers College Record 102(2)(2000):294-343; W. H. Schmidt, C. McKnight, R. T. Houang, and D. E. Wiley. “The Heinz 57 Curriculum: When More May Be Less.” Paper presented at the 2005 annual meeting of the American Education



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