Looking to the Future
Council of Chief State School Officers
The Council has a strong commitment to future use of standards in forming education policies and offers several continuing activities that provide ongoing methods of work with states on preparation and credentialing of teachers in science:
The Interstate New Teacher Assessment and Support Consortium (INTASC) of state education agencies, higher education institutions, and national educational organizations is promoting standards-based reform of teacher preparation, licensing, and professional development. In March 1996, an INTASC committee was formed to work on writing model standards for licensing teachers of science. Science educators are strongly represented on the committee for initial outlines for standards.
The Council is currently working with state level science and math educators and researchers on a cross-state analysis of state standards and curriculum frameworks. The Council's aim is to provide states with a method of sharing information on current practices and to show examples of how frameworks can be linked to state policies, including teacher education, licensing, and professional development. The Council will prepare a report that identifies common issues across states in developing and using state standards for content of science and mathematics education.
WILLIAM RANDALL, SYMPOSIUM CO-CHAIR
PRESIDENT, COUNCIL OF CHIEF STATE SCHOOL OFFICERS
Association for the Education of Teachers in Science
The Association has as its primary mission the promotion of leadership in and support for those involved in the professional development of teachers of science. We are, therefore, highly supportive of efforts to improve the preparation of teachers
of science whether that be through more coherent preparation programs, improvements in undergraduate science coursework, or changes in how schools of education work with the K-12 sector. AETS has initiated the following efforts to ensure that the National Science Education Standards are fully implemented in the near future:
Formation of an ad hoc committee to work with the INTASC efforts of CCSSO to ensure that the recommendations that emerge are promulgated among our members.
Establishment of an ad hoc committee on the implementation of the National Science Education Standards, with particular emphasis on working closely with the Committee on Undergraduate Science Education of the National Research Council as it examines programs that provide initial preparation of science teachers.
Participation on a combined committee of the National Science Teachers Association and NCATE to re-examine standards for the licensing of science teachers. This effort, the Certification and Accreditation in Science Education, is fully supported by AETS, with contributions by our members who currently serve on that committee.
PAUL KUERBIS, SYMPOSUIM CO-CHAIR
PRESIDENT, ASSOCIATION FOR THE EDUCATION OF TEACHERS OF SCIENCES
National Research Council
The Center for Science, Mathematics, and Engineering Education continues to place priority on the issues around professional development of teachers of science. The Committee on Undergraduate Science Education is preparing a letter report on the state of teacher education for release in 1997. During the next three years, the Division on Post-Secondary Education will be undertaking the following projects:
Deepening Understanding about Mathematics and Science Teacher Preparation will look at the status of teacher education practice and describe the students, faculty, and programs within the system. Products will include a brochure targeted at scientists, mathematicians, and engineers; a synthesis of recommendations, exemplary programs and statistical indicators; and a report that summarizes the current nature of graduate education nationally in mathematics and science education.
Improving the Practice of Mathematics and Science Teacher Preparation will address the mathematics and science content that teachers at different levels should know, how they come to know it, the practice and nature of mathematics and science they need to know, and how the knowledge of mathematics and science relates to teaching practices.
Enhancing the Infrastructure for Mathematics and Science Teacher Preparation is designed to engage college and university presidents, state policy makers, and members of the National Academy of Sciences in becoming more visible players in teacher preparation reforms and to use their influence to enhance the teacher preparation infrastructure. A major component is designed to help science, mathematics, engineering, and technology departments clarify their thinking about the scholarly work that supports teaching and teacher preparation.
EXECUTIVE DIRECTORY, CENTER FOR SCIENCE, MATHEMATICS, AND EDUCATION