teaching positions, and (3) continuing professional development (inservice) for practicing teachers of science, mathematics, and technology. Consistent with the committee’s vision of making teacher preparation and professional development a seamless continuum, the committee’s specific recommendations for each of these stages in the professional lives of teachers are woven into a continuum framework. The intended audiences for each recommendation are indicated by boldface type. All of the committee’s specific recommendations are listed first in Table 7-1, then detailed below.

Local, state, and federal governments should recognize and acknowledge the need to improve teacher education in science and mathematics, as well as assist the public in understanding and supporting improvement.

Governments should understand that restructuring teacher education will require large infusions of financial support and make a strong commitment to provide the direct and indirect funding required to support local and regional partnerships for improving

teacher education in these disciplines. They also should encourage the recruitment and retention of teachers of science and mathematics through

• low-interest student loans,

• loan forgiveness for recently