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Educating Teachers of Science, Mathematics, and Technology: New Practices for the New Millenium
Coupled with the development of a national registry for teacher positions and available candidates, this national consensus on teacher certification could help ease regional shortages of teachers and lead to greater agreement about what teachers of science, mathematics, and technology should know and be able to do.
RECOMMENDATIONS FOR COLLABORATION BETWEEN INSTITUTIONS OF HIGHER EDUCATION AND THE K-12 COMMUNITY
Two- and four-year institutions of higher education and school districts that are involved with partnerships for teacher education should establish a comprehensive, integrated system of recruiting and advising people who are interested in teaching science, mathematics, and technology.
The members of the CSMTP are convinced that the recruitment of high-quality teachers in science, mathematics, and technology is truly a national need and must become a national priority. Colleges and universities must contribute to attracting the best and brightest candidates to the profession. Efforts to attract the best students to science, mathematics, and technology teaching should be of a magnitude similar to efforts now used to recruit students to other professions, such as medicine, law, and graduate programs in the natural sciences and engineering. Science, mathematics, and engineering departments should be active participants with their institutions in the recruitment and ongoing support of students who have indicated their interest in pursuing careers in teaching. Their institutions should recognize departments that are especially effective in these efforts.
Departments or colleges of science, mathematics, engineering and technology at two- and four-year colleges and universities that offer teacher education programs also should provide services to prospective teachers at levels that are comparable to those offered to students who plan to pursue careers in other professions in the life and physical sciences, mathematics, and engineering. These services should include the appointment of a pre-teaching advisor or an advisory committee. These advisors would be given the time and resources required to establish programs for recruiting students who are interested in science, mathematics, and engineering and who also relate well to children and young adults at the elementary or secondary levels. They also would advise these students on issues and