Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards

Report of a Symposium

National Research Council

Center for Science, Mathematics, and Engineering Education

NATIONAL ACADEMY PRESS
Washington, D.C.
1997



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Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards Report of a Symposium National Research Council Center for Science, Mathematics, and Engineering Education NATIONAL ACADEMY PRESS Washington, D.C. 1997

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Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium NATIONAL ACADEMY PRESS 2101 Constitution Avenue, NW, Washington, D.C. 20418 NOTICE: The project that is the subject of this report was approved by the Governing Board of the National Research Council, whose members are drawn from the councils of the National Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine. The members of the committee responsible for the project were chosen for their special competencies and with regard for appropriate balance. This report has been reviewed by a group other than the authors according to procedures approved by the Report Review Committee consisting of members of the National Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine. The National Academy of Sciences is a private, nonprofit, self-perpetuating society of distinguished scholars, engaged in scientific and engineering research, dedicated to the furtherance of science and technology and to their use for the general welfare. Upon the authority of the charter granted to it by the Congress in 1863, the Academy has a mandate that requires it to advise the federal government on scientific and technical matters. The National Research Council (NRC) was organized by the National Academy of Sciences in 1916 to associate the broad community of science and technology with the Academy's purposes of furthering knowledge and advising the federal government. Functioning in accordance with general policies determined by the Academy, the Council has become the principal operating agency of both the National Academy of Sciences and the National Academy of Engineering in providing services to the government, the public, and the scientific and engineering communities. The Council is administered jointly by both Academies and the Institute of Medicine. Dr. Bruce Alberts and Dr. William A. Wulf are chairman and interim vice chairman, respectively, of the National Research Council. The Center for Science, Mathematics, and Engineering Education (CSMEE) was established in 1995 to provide coordination of all the NRC's activities and reform efforts for all students at all levels, specifically kindergarten through twelfth grade, undergraduate, school-to-work programs, and continuing education. The Center reports directly to the Governing Board of the NRC. The symposium in this report was supported by private funds from the National Academy of Sciences and funds from the National Science Foundation (NSF). It was jointly sponsored by CSMEE and the Council of Chief State School Officers (CCSSO). Support and collaboration were provided by the American Association of Colleges of Teacher Education (AACTE), Association for the Education of Teachers of Science (AETS), Council of State Science Supervisors (CSSS), National Association of State Directors of Teacher Education and Certification (NASDTEC), National Center for Improving Science Education (NCISE), National Council for Accreditation of Teacher Education (NCATE), and National Science Teachers Association (NSTA). Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the view of the organizations or agencies that provided support for the project. This report is available on-line at http://www.nap.edu. Copyright 1997 by the National Academy of Sciences. All rights reserved. Printed in the United States of America.

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Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium Program Steering Committee William Randall, Co-chair President, Council of Chief State School Officers Commissioner of Education, Colorado Department of Education Denver, Colorado Paul Kuerbis, Co-chair President, Association for the Education of Teachers of Science Professor of Education, Colorado College Colorado Springs, Colorado Gene Campbell President, National Association of State Directors of Teacher Education and Certification Director, Office of Professional Services, Colorado Department of Education Denver, Colorado Tom Keller President, Council of State Science Supervisors Science Specialist, Maine Department of Education Augusta, Maine Senta Raizen Director, National Center for Improving Science Education Washington, District of Columbia Gerald Wheeler Executive Director, National Science Teachers Association Arlington, Virginia Arthur Wise President, National Council for Accreditation of Teacher Education Washington, District of Columbia

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Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium National Research Council Staff Joyce Lowry Weiskopf, Director, Outreach and Communications, National Science Education Standards Project Rodger Bybee, Executive Director, Center for Science, Mathematics, and Engineering Education Harold Pratt, Director, Division on K-12 Policy and Practice Kirsten Sampson, Program Officer Doug Sprunger, Senior Project Assistant Tina Winters, Project Assistant Julie Fouque, Temporary Project Assistant Council of Chief State School Officers Staff Gordon Ambach, Executive Director Rolf Blank, Director, Education Indicators Programs Doreen Langesen, Project Assistant

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Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium Contents     Background   1     Synopsis of Symposium Presentations   3     The Need for Scientifically Literate Teachers Bruce Alberts   3     The Need for Reform in State Policy William Randall   3     The Need for Reform in Teacher Preparation Programs Robert Watson   4     Implications of the Standards for Teacher Preparation and Certification Pascal Forgione   5     Response to Dr. Forgione Angelo Collins   5     The Standards: A Guide for Systemic Reform Rodger Bybee   5     The Standards: A Guide for Professional Development Susan Loucks-Horsley   6     The Montana Systemic Teacher Education Preparation Project Robert Briggs Elizabeth Charron   8     The Louisiana Collaborative for Excellence in the Preparation of Teachers Kerry Davidson William Deese Linda Ramsey Carolyn Talton   9     The Connecticut Science Education Assessment Program Michal Lomask Raymond Pecheone   11

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Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium     Reflections on Pre-service Education and Teachers' Needs William Badders Celeste Pea   12     Response to the Teachers' Comments Arthur Wise   13     A Science Educator's Perspective on Teacher Education Paul Kuerbis   14     The Role of Undergraduate Science Courses in Teacher Preparation Patricia Simpson   14     A Principal's Perspective on the K-12 School's Role in Preparing Teachers Mary Ann Chung   15     A Perspective on the State's Role: Motivation and Policy William Randall   17     Concern, Collaboration, Coordination, and Communication Jane Butler Kahle   17     Response to Dr. Butler Kahle from the State Perspective Terry Janicki   21     Closing Remarks and Challenge for Next Steps Virginia Pilato   22     Looking to the Future   25     Appendices   29 A   Agenda   29 B   Action Plans Prepared by State Team Members   33 C   Symposium Participants   71