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Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
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Appendix B
Action Plans Prepared By State Team Members

Alaska's Action Plan

Team Members

Agency or Institution

Position

Peggy Cowan

Alaska Department of Education

Science Specialist

Robert Gottstein

Alaska State Board of Education

Teacher Certification

Alexander McNeill

University of Alaska - Anchorage

Dean, School of Education

Paul Reichardt

University of Alaska - Fairbanks

Dean, College of Natural Science

Existing Policies and Practices that Support the Standards:

  • State Science Standards (voluntary)

  • State Framework Documents and Projects

  • State Teacher Standards

Existing Policies and Practices in Need of Change:

  • Current licensure allows certified teachers to teach in any content area or grade level

  • No monitoring of accreditation requirements for individual K-12 schools

  • No content area requirements for endorsement

  • Preparation of rural teachers

Key Players in Implementing Change:

  • Legislature

  • Governor

  • Alaska Association of School Administrators

  • NEA/Alaska Science Teachers Association

  • IHE's - University of Alaska, Sheldon Jackson, APU

  • Alaska Department of Education

  • State Board of Education Professional Certification Task Force

  • University of Alaska Rural Education Task Force

State Goals for Improving Science Teacher Preparation:

  • Examine existing state policies/procedures in light of the Standards

  • Use state and national standards to redesign science teacher preparation and science requirements for elementary education

  • Stage process for licensure

Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×

To Accomplish These Goals, the Following Actions are Planned:

Within Six Months
  • Add-on assignment to existing frameworks teacher preparation committee with intent of influencing Board of Education Professional Certification Task Force

  • Frameworks sponsored workshop on science/math standards and teacher preparation for university faculty

  • Explore models for staged licensure

During The Next Twelve Months
  • University of Alaska sponsored (in principle and dollars) task force on reform of science/ math teacher preparation:

  • Develop Alaska plan for staged licensure

Over The Next Two Years
  • Board of Education Professional Certification Task Force report to Board of Education—lobby for Standards-based on certification and licensure

  • Develop individual institutions' reform plans

  • First point will include staged licensure

By The End of Five Years
  • Reformed Teacher Preparation In Science/Math

  • Fully Implemented

Arkansas' Action Plan

Team Members

Agency or Institution

Position

Donna Elliott

Arkansas Department of Education

Program Manager

Suzanne Mitchell

Arkansas Statewide Systemic Initiative

Project Director

Existing Policies and Practices That Support the Standards:

  • Act 236 - Education Reform Act

  • Act 453 - Science/math Equipment Act

  • Science Curriculum Frameworks

  • Task Force on Teacher Licensure and Certification

Existing Policies and Practices in Need of Change:

  • Teaching certificates in many areas of science

  • Pre-service science and science education courses

  • Alternative certification practices

  • Add-on endorsements

Key Players in Implementing Change:

  • Members of Task Force on Teacher Licensure and Certification

  • Department Chairs of science departments (and other subjects) and professors

  • Deans of Education/Arts and Sciences; Presidents of colleges and universities

  • Director of Arkansas Department of Education and Department of Higher Education

  • State Boards of Education and Higher Education

  • Curriculum specialists in science (and other subjects)

  • Coops (Education Service Cooperatives)

  • Teachers, Principals, Superintendents, School Boards

  • Parents and business leaders, Arkansas Education Association

Primary Goals for Improving Science Teacher Preparation:

  • Arkansas will change its teacher licensure and certification process

Secondary Goals for Improving Science Teacher Preparation:

  • Arkansas will work with NCATE and the new Professional Development Teaching Models (2 year)

  • Arkansas will develop subject specific outcomes to improve teacher licensure

  • Arkansas will change the assessment system for obtaining a teaching license

Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×

To Accomplish These Goals, the Following Actions are Planned:

Within Six Months
  • Host eight one-day new professional teacher model sessions at eight universities (Fall 1996/Spring 1997)

  • Host a two-day conference for all college science departments (Summer 1996)

  • Host cluster groups in subject areas to develop what teachers should know and be able to do in subject areas (Summer 1996)

During the Next Twelve Months
  • Host an additional eight one-day new professional teacher model sessions at eight more universities (Fall 1996)

  • Explain teacher licensure changes, science and math standards, and systemic initiatives to field representatives at the Arkansas Department of Education, superintendents, and educational cooperatives

  • Develop information dissemination methods (WWW, public forums, newsletters, etc.)

  • Present teacher licensure information to participants at the Leadership Academy for principals and other state leaders

  • Continue working with university collaboratives that are developing the new teacher licensure assessment system for beginning teachers (initial license and professional license)

Over the Next Two Years
  • Develop the recertification process and an advanced licensure process to be facilitated and overseen by the Arkansas Department of Education

By the end of Five Years
  • Have the restructured licensure system up and running, yet evolving continually to better service teachers and students

California's Action Plan

Team Members

Agency or Institution

Position

Bonnie Brunkhorst

California State University- San Bernardino

Professor, Science Education and Geology

Jerrilyn Harris

California Commission on Teacher Credentialing

Science Teacher

Terry Janicki

California Commission on Teacher Credentialing

Staff Consultant

Penny Moore

Piedmont High School

Teacher

Kathleen O'Sullivan

San Francisco State University

Professor

Karen Reynolds

San Jose State University

Director, Elementary Education

Erwin Seibel

San Francisco State University

Dean, Undergraduate Studies

Vivian Lee Ward

Genentech, Inc.

Teachers' Coordinator

Existing Policies and Practices That Support the Standards:

  • California K-12 Science Framework since 1990, based on principles in Benchmarks and Project 2061 (but need history of science and technology)

  • Professional development projects at many levels

  • Commission on Teacher Credentialing and legislative support

  • Secondary credentialing now requires science teachers to have coursework in all four major sciences and much more (see CA Single Subject Matter Preparation Program)

  • CLAD (Cross-cultural Language Academic Development), ESL

  • SDAIE (Specially Designated Academic Instruction in English

  • Addresses needs of multi-cultural, multilingual population

  • Technology competence

Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×

Existing Policies and Practices in Need of Change:

  • Greater support for middle level teachers or greater effort to support this population within existing structure

  • Greater content base for elementary teachers

  • Balance of subject matter emphasis within elementary teacher preparation (science drastically underrepresented)

  • Review and revise nature of modeling subject matter preparation in undergraduate science courses

Key Players in Implementing Change:

  • Higher education teacher education departments in collaboration with undergraduate science programs and state commissions on teacher certification reform

  • California State Department of Education

  • Commission on Teacher Credentialing

  • California Teachers Association

  • California Science Projects

  • California Association of Supervisors and Curriculum Developers

  • California Science Teachers Association

  • Public Opinion

  • All California science teachers

State Goals for Improving Science Teacher Preparation:

  • SB 1422 committee to restructure teacher credentialing for the state to coordinate licensure, legislature initiatives, frameworks, universities and science standards into a K-16 lifelong learning continuum

  • Strengthen methods - field experience connections (e.g. PDS's)

  • Integrate multi-cultural/multilingual needs in science, and vice versa

  • Develop spectrum of affective assessment strategies that respond to student learning, teacher reflection, etc.

  • Public outreach

  • Improve communication among players

To Accomplish These Goals, The Following Actions Are Planned:

Within Six Months
  • Team meeting (reconvene March 9th)

  • Plan convocation of key science educators statewide and perhaps regional: focus on standards as vehicle for confirming continual progress and reinforcing further change

  • Plan public outreach

During The Next Twelve Months
  • Statewide retreats/symposia to support exchange of ideas and Action Planning among stakeholders

  • Introduce Standards to Commission on Teacher Credentialing, State Board of Education

  • Spread the word to science instructors at all levels

  • Set up assessment

Over The Next Two Years
  • Develop multi-faceted approach to continued development, including public information technology in the service of change

  • Think assessment-in-the-service of reflection and self improvement/professional development

  • Review assessment

By The end of Five Years
  • Know what we have done

Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×

Colorado's Action Plan

Team Members

Agency or Institution

Position

Mary Gromko

Colorado Department of Education

State Science Consultant

Jay Hackett

University of Northern Colorado

Professor, Science Education

Paul Kuerbis

The Colorado College/AETS

Professor/President

Mark O'Shea

Metropolitan College of Denver

Director, Education

William Randall

Colorado Department of Education

Commissioner

Existing Policies and Practices that Support the Standards:

  • State Science Content Standards legislated by HB 93-1313

  • Local district standards legislated by HB 93-1313

  • Colorado Assessment System legislated by HB 93-1313

  • Revised teacher licensure rules

  • SCASS Science Assessment

  • Colorado New Standards Project

  • NSF-supported projects including CONNECT (SSI)

  • RMTEC, ISTEP

  • AAAS/MacArthur Project

Existing Policies and Practices in Need of Change:

  • Pre-service content science courses and science education courses

  • Additional science content for K-6 teachers

  • Interaction of science and science education faculty

  • Implementation of HB 96-1219: Higher Education

  • Quality Assurance Act

  • Align district curriculum, instruction, assessment and professional development with district standards

Key Players In Implementing Change:

  • Legislature

  • Governor

  • CASE (Colorado Association of School Executives)

  • Colorado Science Education Associations

  • CDE

  • CONNECT (SSI)

  • Science Professional Development Group

  • Institution of Higher Education

  • Local School Boards

  • Colorado Commission of Higher Education

  • Task Force on Teacher Licensure

State Goals For Improving Science Teacher Preparation:

  • Examine existing state policies/procedures in relation to state K-12 content and licensure standards

  • Use state and national standards to redesign science teacher preparation and science requirements for K-12 science education

  • Provide professional development opportunities for K-16 community

To Accomplish These Goals, The Following Actions are Planned:

Within Six Months
  • Revision Of Science Endorsement Standards For Secondary

  • Provide Science Leadership And Professional Development Opportunities

During The Next Twelve Months
  • Develop long range professional development plans by CONNECT for science and mathematics education

  • Provide a series of science leadership professional development opportunities (includes administrators)

  • Hold teacher education conferences on Standards for discussion on interface between K-12 and higher education

  • CONNECT hosts ''best practices'' conference on Standards-based education

  • Host meeting for higher education partners of the AAAS/MacArthur teacher preparation grant on use of Project 2061 tools for science education reform

  • Host higher education Summit Meetings on Standards

Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×
Over the Next two Years
  • CONNECT assists collaboratives to implement long range professional development plan for science and mathematics education

  • Continue to provide an ongoing series of science leadership professional development opportunities to build leadership capacity within Colorado

  • CONNECT hosts "best practices" conferences on Standards-based education throughout the state

  • Host a series of meetings for partners of the AAAS/MacArthur grant to discuss learnings and reflect on best practices

By the end of Five Years
  • Reform Teacher Preparation In Science And Mathematics

  • Create Ongoing Dialogue On Best Practices In Science Education, K-16

  • Have Higher Student Achievement In Science In Colorado

  • Sustain Effort Of Systemic Reform In Science Education

Connecticut's Action Plan

Team Members

Agency or Institution

Position

Barbara Kmetz

Trumbull Public Schools

Curriculum Coordinator

Michal Lomask

Connecticut Department of Education

Education Consultant

Robert Lonning

University of Connecticut

Assistant Professor

Raymond Pecheone

Connecticut Department of Education

Bureau Chief

Steve Weinberg

Connecticut Department of Education

Science Supervisor

Existing Policies and Practices that Support the Standards:

  • Two year induction program to beginning science teachers, culminating in portfolio-based assessment, based on a set of science teaching standards similar to the Standards

  • A new curriculum framework, partially based on the draft Standards performance component on the 10th grade science test

  • Statewide 10th grade performance-based science assessment.

Key Players in Implementing Change:

  • Higher education science educators

  • State agencies

  • Teacher organizations

State Goals for Improving Science Teacher Preparation:

  • Establish professional development schools for math and science, in which student-teachers can do their internships

To Accomplish these Goals, the Following Actions are Planned:

  • Goals 2000 grants to start planning

Within Six Months
  • Review/apply Standards to state frameworks

  • Statewide conference for teacher education faculty to review portfolio assessment and standards

During the Next Twelve Months
  • Involve professional teacher and supervisor associations in implementation procedures for the Standards

Over the Next two Years
  • Start a graduate course in science education co-taught by experienced science teachers and higher education professors

Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×

Delaware's Action Plan

Team Members

Agency or Institution

Position

Joyce Budna

Department of Public Instruction

Associate for Certification

Jack Cairns

Department of Public Instruction

Education Associate

Pascal Forgione

Department of Public Instruction

State Superintendent

Joan LaGrasse

Department of Public Instruction

Education Specialist

Bill McIntosh

Delaware State University

Professor

Marcia Rees

Department of Public Instruction

Education Associate

Julie Schmidt

University of Delaware

Science Director, SSI

Sandy Wolford

Department of Public Instruction

Field Agent

Rachel Wood

Department of Public Instruction

Education Specialist

Existing Policies and Practices that Support the Standards:

  • Student Science Curriculum Framework

  • Dissemination effort to distribute Standards and provide materials to elementary teachers-Smithsonian Project and Van Project

  • Itinerant Teacher Project—staff development at district level

  • Discus Initiative - facilitate reform at the college level

  • Study of science certification standards

  • Statewide performance assessments (in development)

Existing Policies and Practices in Need of Change:

  • Science certification standards under review

  • Long range: performance-based certification

  • induction/mentoring/recertification

  • NCATE partnership (in development)

  • Alignment of Teacher Education/Teacher/Student Standards

Key Players in Implementing Change:

  • New Superintendent

  • Legislature

  • State Board of Education

  • Higher education institutions

  • Key business leaders

  • Professional Standards Council

  • Delaware State Teachers Association

  • Delaware Association of School Administrators

  • District Superintendents and Principals

State Goals for Improving Science Teacher Preparation:

  • Aligning standards for teacher preparation with teacher/student/learned societies standards

  • Precipitate change in science instruction for teacher education majors

  • Develop a solid NCATE partnership

  • Involve higher education in development of teaching standards

  • Develop greater collaboration between higher education and K-12 instructors

  • Improve communication and enlarge group of interested parties

To Accomplish these Goals, the Following Actions are Planned:

Within Six Months
  • Expand leadership team for science and develop plan of action, identify roles for key players

  • Define NCATE partnership with involvement of higher education

During the Next Twelve Months
  • Development of teacher standards

  • Review of science certification to align with Delaware Standards and national standards

  • Begin to train Smithsonian project participants and itinerant teachers as mentors

  • Initiation of professional development academy (Delaware State University/Col. School District)

Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×
Over the Next two Years
  • Begin development of teacher performance assessments for beginning teachers in science (INTASC)

  • Expand mentoring pilot program

  • Professional development - model schools: internship/mentoring

  • Revisit/revise performance appraisal system for in-service teachers

  • Expand teacher program approval standards to align with Delaware teacher/student standards

By the end of Five Years
  • Mentoring program - science content

  • Retrain administrators and teachers in new performance appraisal system

Georgia's Action Plan

Team Members

Agency or Institution

Position

Robert Michaels

North Georgia College

Dean, Department of Education

Candace Norton

Georgia Professional Standards Committee

Associate Executive Secretary

Michael Padilla

University of Georgia

Director, Science Education Department

The state of Georgia team will capitalize on the existing co-reform efforts to increase statewide awareness of the Standards. The P-16 Initiative in Georgia is a collaborative effort of all education agencies (e.g. public K-12, private K-12) to ensure that all students are afforded maximum opportunities to achieve high academic standards through a seamless educational process.* We will work through the P-16 Council, the POET Initiative, and our professional statewide organizations (e.g. GANAEYC, GMSA) to improve teacher education in Georgia.

The Georgia Professional Standards Commission (PSC) has adopted a Standards-based accrediting and credentialing policy structure in lieu of a course credit hour prescription approach. In addition, the State Board of Regents (BOR) is moving from a quarter-hour to a semester-hour system, catalyzing a systemic curriculum redesign. The PSC and BOR efforts are in concert with P-16 and POET initiatives and provide a structure for a statewide systemic initiative to utilize the new Standards.

*  

One component of the P-16 initiative that is associated with our Statewide Systemic Initiative is seeking to enhance the teacher education programs of prospective mathematics and science teachers. This component, called POET (Principles of Education Teachers), honors the art of teaching and teacher preparation set is grappling with the difficulties of moving the entire state's teacher education programs to better match the Standards.

Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×

Illinois' Action Plan

Team Members

Agency or Institution

Position

Sunny Abello

Office of Lieutenant Governor

Assistant to Lieutenant Governor

Anna Austin

State Board of Education

Division Administrator

Robert Fisher

Illinois State University - Normal

Director, Center for Mathematics, Science, and Technology

Brenda Heffner

State Board of Education

Associate Superintendent

Michael Kurz

Illinois State University - Normal

Chair, Department of Chemistry

George Olson

Roosevelt University

Dean, College of Education

Gwendolyn Pollock

State Board of Education

Science Consultant

David Taylor

Western Illinois University

Dean, College of Education and Human Services

Illinois' Plan for Pre-service alignment to the Standards:

Pre-Service Project strategic planning

  • Invitational meeting

  • Purpose: to develop a 3-5 year strategic and tactical plan for the Review and Revision of Pre-service science and math education programs at Illinois colleges and universities

  • Must consider credentialing implications

Collaboration conference(s).

  • Invite deans of colleges of education and arts and sciences

  • Focus on national and state science and math education initiatives including:

National Science Education Standards and NCTM Standards

Illinois Academic Standards Project

Science and math state projects

  • University of Illinois - Chicago/MacArthur/Joyce report on status of teacher education in Illinois

  • Pre-Service Project strategic plan

Release of Request for Proposal for collaborative Pre-Service Project effort within/between colleges/universities for "Campus Renewal Grants")similarities to Louisiana and Minnesota's plans) for pilot depending on development of strategic plan

Continuation and extension of funding for pilot models through annual conferences

Indiana's Action Plan

Team Members

Agency or Institution

Position

Sandra Abell

Purdue University

Associate Professor

Kevin Beardmore

Indiana Department of Education

Science Coordinator

Michael Kobe

Hammond Public Schools

Science Coordinator

Existing Policies and Practices that Support the Standards:

  • Some individuals and small groups are already working in the spirit of the Standards. There is not sufficient space to describe these practices here.

Existing Policies and Practices in Need of Change:

  • Few truly support the Standards, therefore we are currently overhauling our teacher preparation and certification process.

Current policies are frozen as we undertake the task of creating a performance-based system.

Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×

Key Players in Implementing Change:

  • Indiana Professional Standards Board

  • Colleges and Universities

  • Schools

  • Indiana Department of Education

State Goals for Improving Science Teacher Preparation:

  • The creation of a system that is performance-based (All three members of this team are part of the Science Advisory Group that are writing Indiana's standards.)

By the end of Five Years

  • Time will tell as performance standards take hold. Our actions by this point will also be affected by future developments at the national level.

Iowa's Action Plan

Team Members

Agency or Institution

Position

Gary Borlang

Iowa Department of Education

Licensure Consultant

Marcus Haack

Iowa Department of Education

Chief, Instructional Services

Tony Heiting

Iowa Department of Education

State Science Consultant

Greg Stefanich

University of Northern Iowa

Professor, Curriculum and Instruction

Robert Yager

University of Iowa

Professor, Science Education

Existing Policies and Practices that Support the Standards:

  • Modeling Reform Initiative

  • Iowa Renaissance Proposal for Licensure - Induction program

  • Scope, Sequence and Coordination National Test Site

  • State Collaborative on Assessment and Student Standards (SCASS)

  • Science, Technology, and Society (STS)

Existing Policies and Practices in Need of Change:

  • Reexamination of broader endorsement areas

  • Reexamination of methods to bring 31 teacher preparatory institutions up to speed on the Standards

  • Focus on consensus

  • Integrated endorsement with combined subject fields (i.e. science and math)

Key Players in Implementing Change:

  • Department of Education - Licensure-Certification-Teacher Preparation

  • College Content personnel

  • College Teacher Preparatory

  • Department of Education - Curriculum Personnel

  • Association of Independent Colleges

  • Regent Institutions

  • Business leaders

  • Governor and legislature

  • Board of Regents

  • Iowa Science and Teachers Section (ISTS)

  • Iowa Mathematics and Science Consortium (IMSC)

  • Parents

  • Associations and school boards

  • Results of reform efforts (researchers)

Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×

State Goals for Improving Science Teacher Preparation:

  • 'Model(s)' for teacher preparation in science

  • New assessment practices/evidence for success

  • Review of Certification Standards

  • Ties to Association of Education of Teachers of Science (AETS)

  • Facility and collaboration

To Accomplish these Goals, the Following Actions are Planned:

Within Six Months
  • A meeting with representatives from teacher preparation institutions

  • Become familiar with National Science Education Standards and Math Standards

  • Respond to licensure; document on changes in certification and licensing

  • Review materials from conference presenter (e.g. look at Minnesota's efforts to achieve collaboration)

  • Department of Education Task Force on science reform

During the Next Twelve Months
  • Develop one to six "experiments" to collect evidence

  • Set up 5 year mentoring program for improving induction of new teachers

  • Preparation of system-collaborative NSF proposal

Over the Next two Years
  • Establish a dozen professional development schools - collaboration among school districts, area education agencies, the Department of Education, universities, and interested industries

  • Implement a distance learning shared supervision model between the 21 institutions in Iowa preparing science teachers

By the end of Five Years
  • Evidence from experiments undertaken

  • Have a fully implemented collaborative program between the Department of Education, institutions of higher education, Professional Development School Internship Program, and AEA Education Services

Kansas' Action Plan

Team Members

Agency or Institution

Position

DeWayne Backhus

Emporia State University

Chair, Division of Physical Sciences

Ken Bungert

State Board of Education

Director, Certification and Teacher Education

Dorothy Hanna

Kansas Wesleyan College

Associate Professor, Chemistry

Greg Schell

State Board of Education

Science Education Program Consultant

John Staver

Kansas State University

Director, Center for Science Education

Existing Policies and Practices that Support the Standards:

  • Kansas Science Curricular Standards

  • Performance-based assessments, grades 5, 8, 10

  • Outcome accreditation for schools

Key Players in Implementing Change:

  • Kansas State Board of Education

  • Universities and private colleges

State Goals for Improving Science Teacher Preparation:

  • Committees have met and recommendations have been made to revamp licensure process

Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×

To Accomplish these Goals, the Following Actions are Planned:

Within Six Months
  • Initiate discussions with colleges and universities

  • Hearing on licensure changes planned for February

During the Next Twelve Months
  • Ongoing Discussions In Both Areas

Kentucky's Action Plan

Team Members

Agency or Institution

Position

Gary Boggess

Murray State University

Dean, College of Arts and Sciences

Joanne Lang

Kentucky Science and Technology Council

Director, Kentucky SSI

Betty Lindsey

Kentucky Department of Education

Associate Commissioner, Teacher Education

Kevin Stinson

Kentucky Department of Education

Science Consultant

Existing Policies and Practices that Support the Standards:

  • Standards are used to identify the science content tested on our state mandated high stakes K-12 assessment (open-response, performance tasks, pilot portfolios)

  • Standards are used in the development of our new teacher certification assessments

  • Standards drafts were featured in PRISM teacher training

  • State science teacher association supports and disseminates information

  • Federal program resources people at the state level require reflection of Standards in school transformation plans before funds can be accessed

Existing Policies and Practices in Need of Change:

  • Pre-service science instruction should be Standards-based

  • Institutions should demonstrate commitment to supporting Standards -based, inquiry-driven undergraduate curricula

  • Integrate needed changes across campus, not just in colleges of education

Key Players in Implementing Change:

  • Kentucky Department of Education

  • Business community

  • Colleges of education (public and private)

  • Colleges of arts and sciences (public and private)

  • Deans, presidents of colleges and universities

  • Teachers

  • KTIP supervising teachers

  • PRISM

  • Professional Standards Board

  • Kentucky Education Association

  • Legislators

  • Administrator organizations

  • Association of Independent Colleges

  • Pritchard Committee

  • Partnership for School Reform

  • Math and science teacher association

State Goals for Improving Science Teacher Preparation:

  • Change role for teacher from source to catalyst

  • Integration of content and methodology

  • Operationalize the link between certification and accreditation in a coherent way that is based on authentic standards that reflect needs of Kentucky students and schools

  • Implement individual and organizational accountability for accomplishment under improved system

Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×

To Accomplish these Goals, the Following Actions are Planned:

Within Six Months
  • Participate in planning of statewide math/science summit. Planning includes identifying purpose/products of summit, key players to involve, etc.

  • Participate in PRISM undergraduate conclave (forum for sharing promising practices, etc.)

During the Next Twelve Months
  • Statewide math/science summit

Over the Next two Years
  • New teacher certification program takes effect (assumes key players have engaged in ongoing dialogue)

Louisiana's Action Plan

Team Members

Agency or Institution

Position

Nelwyn Chenevert

Louisiana Department of Education, Bureau of Higher Education

Assistant Director

Kerry Davidson

Board of Regents

Senior Commissioner

William Deese

Louisiana Technical University

Professor

Diane Garbo

Louisiana Department of Education, Bureau of Higher Education

Assistant Director

Robert Greg Hussey

Louisiana State University

Professor, Physics

Paul A. Long

Louisiana Department of Education

Program Manager, Science and Environment Education

Celeste Pea

Louisiana State Systemic Initiative

 

Linda Ramsey

Louisiana Technical University

Coordinator and Instructor, Science Education

William A. Rieck

University of Southwestern Louisiana

Professor, Education

Carolyn Talton

Louisiana Technical University

Director, Student Teaching

Existing Policies and Practices that Support the Standards:

  • Louisiana Systemic Initiatives Program (LaSIP)

  • Louisiana Collaborative for Excellence in Preparation of Teachers of Mathematics and Science (LaCEPT)

  • Louisiana Networking Infrastructure for Education (LaNIE)

  • Eisenhower funds

  • Louisiana Education Quality Support Fund (LEQSF)

  • Challenge Grants

  • NSF-funded programs

  • Department of Education

  • NASA EPSCOR Project

  • Department of Energy Wetlands Center Project

  • LEARN 2000

  • Louisiana Science Framework draft

  • URI, Urban Systemic Initiative, New Orleans

Existing Policies and Practices in Need of Change:

  • Teacher certification policies need to be reviewed

  • Models illustrating reform-based teaching and assessment strategies

  • Professional development practices need to be reevaluated for middle school

  • Science Framework needs to be brought forward for adoption in 1997

  • LEA's need to acquire funds for the new textbook adoption program

  • Funding policies need to become more flexible for materials of instruction

Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×

Key Players in Implementing Change:

  • Louisiana Science Teachers Association President - Jean May-Brett

  • Louisiana Science Supervisor Organization President - Ray Poplus

  • Board of Regents

  • Board of Elementary and Secondary Education (BESE)

  • Louisiana AAPT Chapter

  • Louisiana Earth Science Teachers Association

  • Louisiana Academy of Sciences

  • Louisiana Science Leadership Institute Network Center, LaSciLINC

  • American Chemical Society

  • University administration

State Goals for Improving Science Teacher Preparation:

  • Follow NSTA Guidelines for teacher preparation in science

  • Implement successful LaCEPT model programs

  • Follow NSF Guidelines for Standards-based model instruction programs

To Accomplish these Goals, the Following Actions are Planned:

Within Six Months
  • Louisiana Department of Education Academic Program to meet with Teacher Certification Department to begin dialogue and HEA's

  • Begin collecting data to validate and evaluate success of pilot programs

  • Begin review of professional development programs at all levels

  • Board of Regents to consider policy, procedures, and programs

During the Next Twelve Months
  • Identify areas of change and meet jointly with HEA's teacher training group

  • Provide necessary waivers for school systems adopting integrated programs at middle and high school

  • Begin to revise models for professional development

  • LaSIP, the Louisiana Department of Education, and LEA will develop consolidated plans which when they intersect will reinforce the Standards

Over the Next two Years
  • Complete teacher certification changes

  • Monitor and adjust professional development programs

  • Provide additional help to small systems

By the end of Five Years
  • Continue to monitor, evaluate, and validate professional development models

Maine's Action Plan

Team Members

Agency Or Institution

Position

Peter Corcoran

Bates College

Associate Professor, Education

Thomas Keller

Maine Department Of Education

Science Education Specialist

Judith Malcolm

Maine Department Of Education

Director, Higher Education

Shirley Oliver

Maine Department Of Education

Chair, Teacher Certification Committee

Jill Rosenblum

Maine Mathematics And Science Alliance

Assessment Specialist

Existing Policies and Practices that Support the Standards:

  • Maine's Learning Results

  • Maine's Curriculum Framework in Math and Science

Existing Policies and Practices in Need of Change:

  • Entire issue is being examined. Move from an input driven system ("correct" courses, number of courses) to a results-based initial teacher certification system.

Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×

Key Players in Implementing Change:

  • State Board and its Task Force and subcommittees looking at the new system

  • Legislature's Education Committee

  • Maine Educator's Association

  • Maine Department of Education

  • Higher education institutions

State Goals for Improving Science Teacher Preparation:

  • To produce teachers who demonstrate the knowledge and skills necessary to effectively teach science

To Accomplish these Goals, the Following Actions are Planned:

  • Implement results-based initial certification

  • Develop and implement results-based certification renewal

Within Six Months
  • Work with higher education pilot sites who are piloting new results-based standards, targeting math and science

  • Present to the Task Force on Results-Based Initial Teacher Certification - recommend beginning process of developing performance standards with science

  • Present to the state board on Maine's Curriculum Framework in Math and Science and its implications for certification

  • Offer support/resources of MMSA (MESSI) in the effort

During the Next Twelve Months
  • Present the Curriculum Framework to Beacon College (a virtual college composed of faculty from education and arts and science colleges in Maine)

  • Monitor/be involved in legislation prepared by the state board concerning new certification modes

  • Support that legislation

Over the Next two Years
  • Investigate the following:

  • Mentoring/support for new teachers

  • Continuous, ongoing professional development strategy

  • Developing common, coherent, standards-based goals for all of the state's certifying institutions

Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×

Maryland's Action Plan

Team Members

Agency or Institution

Position

Lawrence Boucher

Towson State University

Dean, College of Natural and Mathematical Sciences

Eileen Bowers

Maryland Department of Education

Program Approval Specialist

Diane Householder

Maryland Department of Education

Specialist in Science

John Layman

University of Maryland - College Park

Professor, Physics and Science Education

Lawrence Leak

Towson State University

Associate Professor, Secondary Education

Virginia Pilato

Maryland Department of Education

Chief, Teacher of Education

Robert Ridky

University of Maryland

Professor

Existing Policies and Practices that Support the Standards:

  • Current state regulations regarding Program Approval provide for ''standards that are performance-based, reflect contemporary thinking, and are supported by research, best practice, and expert opinion.'' These may include the standards of ". . . the Interstate New Teacher Assessment and Support Consortium (INTASC) or standards developed and validated by other national organization or by the Maryland State Department of Education."

  • Current state regulations regarding teacher certification through transcript analysis require:

  1. Early Childhood Education: 12 semester hours in science

  2. Elementary Education: 12 semester hours in science

  3. Biology: degree with biology major or 36 semester hours of biology content

  4. Chemistry: degree with chemistry major or 36 semester hours of chemistry content

  5. Earth/space: degree with earth/space major or 46 semester hours of earth/space content

  6. Physical science: degree with physical science major or 36 semester hours of physical science content

  7. Physics: degree with physics major or 36 semester hours of physics content

  • The current Maryland School Performance Assessment Program measures how well schools are teaching students the knowledge and skills they need to solve real-life problems. In science, students are asked to ". . . demonstrate ways of thinking and acting inherent in the practice of science."

  1. Performance-based science assessments are currently given in grades three, five, and eight

  2. Performance-based science assessments will be implemented for high school students. To receive a high school diploma, students will be required to demonstrate proficiency in the Core Learning Goals

Existing Policies and Practices in Need of Change:

  • Teacher education programs may be aligned with the Standards as they move through the five-year program approval cycle

  • Local school systems will be encouraged to increase continuing professional development science experiences for use in staff Professional Development Plans. This is especially critical for early childhood and elementary education teachers. Secondary science educators must be alert to current changes and take necessary steps to remain on the cutting edge of best practice

  • Maryland State Department of Education Certification Branch may explore the possible need for higher standards in science content courses for early childhood elementary education candidates seeking certification via transcript analysis. If necessary, initiate regulation changes

  • Improve student learning K-16 through a K-16 Partnership. Attention will need to be focused on science learning in this new partnership

Key Players in Implementing Change:

  • Maryland State Department of Education

  1. Division of Instruction

  2. Division of Certification and Accreditation

  3. Division of Planning, Results, and Information Management

  4. Office for School Improvement

  • Institutions of Higher Education - Deans and Directors of Teacher Education

  • Major Funded Projects - Project Leaders

  • Local School Systems - Directors of Human Resources and Personnel Specialists, Staff Development Specialists and Science Supervisors

Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×

State goals for improving science teacher preparation:

Continuing of the Schools for Success initiative begun in April 1990, which established 10 major goals to be met by the year 2000

  1. The Standards will help Maryland to meet these four goals:

  1. Maryland will rank in the top five state in the nation on national and international comparisons of student achievement and other measures of student success

  2. 95% of Maryland's students will achieve satisfactory levels in mathematics, science, reading, social studies, and writing/language arts on state-developed measures

  3. 50% of Maryland's students will achieve excellence levels in mathematics, science, reading, social studies, and writing/language arts on state-developed measures

  4. The number of Maryland students pursuing post-secondary studies in mathematics, science, and technology will increase by 50%

  1. Implementation Procedures:

  1. Increase the number of science courses required for elementary and middle school teachers. Examine model programs and recommend base-line requirements

  2. Include physical science, earth science, and biology in course requirements for all teachers. Examine model programs and recommend base-line requirements

  3. Provide science content courses that model the recommendations of the Standards for instructional techniques classroom teachers will be expected to use

  4. Provide appropriate technology training for all science teachers (use of graphing calculators, CBL, Internet access, etc.)

  5. Provide summer intern experiences with scientific research facilities, e.g., Martin Marietta Graduate Fellows Program for the Governor's Academy graduates which is organized by the University of Maryland - Baltimore County

  6. Include updated laboratory and storage safety techniques, appropriate use and care of living organisms, performance assessment strategies, etc. in course work. This may be accomplished through Maryland approved continuing professional development experiences

As teacher education programs are brought "on line" with the Standards , the impact upon learning the local classroom will be felt and demonstrated through our annual Maryland School Performance Report. This completes the K-16 reform effort

To Accomplish these Goals, the Following Actions are Planned:

Within Six Months
  1. Communication, continued widespread dissemination

  • Science Core Learning Goals modified to reflect the Standards to all teachers in the state. Teachers must "buy into" for success

  • Other stakeholders, including:

    Abell Foundation

    Greater Baltimore Committee

    Maryland Business Roundtable

    Local School Systems, including Continuing Professional Development Liaisons

    Institution of Higher Education—Deans and Directors of Teacher Education

    University of Maryland System—Chancellor's Commission on Science/Math

    Baltimore Urban Systemic Initiative

    Quality Education for Minorities

  1.   Endorsements, including:

  • Maryland State Teachers Association

  • Baltimore Teachers Association

  • PTAs

  1. Establish a plan with a timeline and benchmarks for the monitoring of progress

  2. Identify state coordinators, one in Division of Instruction and one in Program Approval (Maryland State Department of Education)

Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×
During the Next Twelve Months
  1. Examine:

  • Congruence between the Standards and Maryland reform efforts (science outcomes for K-8 and the High School Core Learning Goals)

  1. How do the Maryland reform efforts support the Science Content Standards?

  2. How can the Maryland reform documents encourage the development of the Education Program Standards?

  3. How do these documents provide the connection between MSPAP and the Assessment Standards?

  • Coherence with state review process

  1. Maryland Higher Education Commission - program review

  2. Maryland State Department of Education - program approval

  3. Maryland State Department of Education/NCATE Partnership - program review

  • Survey institutions of higher education to find out how actively they are currently engaged with the Standards currently

  1. Make recommendations for action or modification to appropriate stakeholders as a result of the above examinations

  2. Create state-approved continuing professional development workshops and other learning opportunities for teachers' professional development with credit that counts toward recertification

Over the Next two Years
  1. Reform - wed standards (content) to curriculum at state and local level

  2. Support State Staff Development Programs

  • Training focused on an understanding of the High School Core Learning Goals for Science and the Science Outcomes for grades K-8

  • Training designed to develop teacher proficiency in the scoring of the science assessments

Training for the development of lessons based on the guidelines and vision of the Standards and the Maryland documents (High School Core Learning Goals in Science and the Learning Outcomes for Science)

By the end of Five Years or 2004
  1. Examine progress—has the state achieved the goals set forth in Schools for Success?

Massachusetts' Action Plan

Team Members

Agency or Institution

Position

Bob Barkman

Springfield College

Professor, Science and Education

Leslie Blatt

Clark University

Professor, Physics and Education

Anita Greenwood

University of Massachusetts - Lowell

Assistant Professor, Science Education

Lynette Robinson-Weening

Higher Education Coordinating Council

Senior Associate for Policy Development

Mary Ann Simensen

Massachusetts Department of Education

Education Coordinator, Staff Development

Existing Policies and Practices that Support the Standards:

  • Existing Frameworks based on draft NRC recommendations

  • Blueprint for Teacher Preparation in Mathematics and Science in draft form

  • Commitment from Department of Education to align regulations to Frameworks and other education reform issues

Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×

Existing Policies and Practices in Need of Change:

  • Twenty-four credit interdisciplinary model

  • Align licensure with Frameworks

  • Portfolio assessment system for movement from provisional to standard

  • Enforcement consistency for program and individual route to certification

  • Ambiguity of eligible majors should be cleared up

  • Supervisors of student teachers should be in the same content area

  • Generalist certificates need specific electives to ensure needed content and pedagogy

  • Continuing discussion of need for breadth in science preparation at the middle and high school levels.

Key Players in Implementing Change:

  • Department of Education Standards Cluster

  • Legislature

  • Governor and Chair of Board of Education

  • Presidents and Deans of preparatory institutions

  • Superintendents, principals, and teachers

State Goals for Improving Science Teacher Preparation:

  • Coherent Multi-Stage System In Place Which Links All Education Reform To College And University Program Approval

  • Middle School Certification Move Toward Integrated Model Different From High School

To Accomplish these Goals, the Following Actions are Planned:

Within Six Months
  • Blueprint to Board of Education relating to recommendations for science and math preparation of new teachers

  • Request for proposals for assessment, via on-demand tests, of stages 1 (communication skills) and 2 (content) of the Education Reform Law (1993) of Massachusetts requires testing of new teachers

During the Next Twelve Months
  • Working with colleges of math and science and education deans to ensure they understand the vision for reformed teacher preparation.

Michigan's Action Plan

Team Members

Agency or Institution

Position

Theron Blakeslee

Michigan Department of Education

Science Consultant

Barbara Johnson

Michigan Department of Education

Consultant

Robert Kohrman

Central Michigan University

Associate Dean, Arts and Sciences

Dorothy Van Looy

Michigan Department of Education

Supervisor, Teacher Preparation

Existing Policies and Practices that Support the Standards:

  • Science Curriculum Frameworks

  • Michigan State Systemic Initiative (MSSI)

  • State Board Professional Development Standards

  • Eisenhower Higher Education Professional Development Grants

  • Michigan Education Assessment Program (MEAP)

  • Mathematics and Science Centers

Existing Policies and Practices in Need of Change:

  • Science endorsement too broad - needs to be redefined

  • Standards for teacher education

  • Coordination between and within colleges and institutions methods (inquiry, reward systems, diversity)

Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×

Key Players in Implementing Change:

  • Teachers (LEA, ISD)

  • Higher Education (professors and administrators), Dean's Council

  • State Department of Education: curriculum, MEAP, Eisenhower Higher Education, Teachers Certification, Michigan Science Teachers Association

  • Michigan State Systemic Initiative - teacher education practices and professional development

State Goals for Improving Science Teacher Preparation:

  • Seek input from stakeholders to redefine endorsement requirements

Minnesota's Action Plan

Team Members

Agency or Institution

Position

Bruce Dickau

College of St. Benedict

Professor, Education Department

John Frey

Mankato State University

Professor, Biology

Katie Koch-Laveen

Apple Valley High School

Science Teacher

Frances Lawrenz

University of Minnesota

Associate Dean, Curriculum and Instruction

Judy McGilvrey

SciMathMN

Licensure Specialist

Laurie Peterman

SciMathMN

Science Project Manager

Patricia Simpson

St. Cloud State University

TTE Project Manager

Existing Policies and Practices that Support the Standards:

  • TTE Framework

  • INTASC Standards

  • Board of Teaching redesigned scope of practice

  • Inclusion of stakeholders in licensure defining process

Existing Policies and Practices in Need of Change:

  • Current licensure sunsets July 1, 1996. Re-structure licensure requirements

  • Clinical experiences and supervision of student teaching need to be improved and made coherent

  • Articulation needs to be improved

Key Players in Implementing Change:

  • Board of Teaching

  • Legislature

  • SciMathMN

  • Minnesota State Teachers Association - classroom teachers

  • Higher education - math, science, education, administration

  • School administrators

State Goals for Improving Science Teacher Preparation:

  • Implementation of TTE Framework

  • Continue efforts to align K-16 policy and practice with Standards

  • Need cooperation/collaboration with school administrators around the state on the goals

  • Redefining the role/job of a teacher (importance of collaboration and renewal) - more coaching/facilitator (need more public awareness of role)

Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×

To Accomplish These Goals, the Following Actions are Planned:

  • Must require the careful leveraging of funds for these changes

Within Six Months
  • Continuing support of dialogue grants at teacher preparation institutions

  • Rewriting all the licensure requirements (initial licensure standards)

  • Major state conference to promote Standards involving many stakeholders

  • Statewide conference of K-12 and higher education faculty focusing on TTE document

  • Regional meetings focusing on transforming Standards to science teaching and content standards

During the Next Twelve Months
  • New round of dialogue grant proposals for institution projects

  • Solicit funds from outside sources for higher education collaboration on TTE

  • Continuous series of meetings for stakeholders

Over the Next Two Years
  • Institute some form of an induction year

  • Satisfactory completion of the induction year based on clear standards

  • Refunding of SciMathMN organization

  • Add mentoring dimension to TTE

  • Reevaluate TTE Mission, assess implementation

By the End of Five Years
  • Reevaluate, recognize victories, and keep on moving forward

Mississippi's Action Plan

Team Members

Agency or Institution

Position

Johnny Franklin

Mississippi Department of Education

Director, Instructional Development

Brian S. Knippers

Mississippi Department of Education

Science Specialist

Existing Policies and Practices that Support the Standards:

  • Implementation of the Mississippi Science Framework

  • Statewide Technology Plan

  • Revision of Statewide Professional Development Program for all teachers

  • Development of an "add on" endorsement requirement to teach high school physical science beyond general science certification

  • Development of a Biology I subject area exam

  • Continue reform through the Mississippi Technology Preparation Initiative

Existing Policies and Practices in Need of Change:

  • More science content for K-4 teachers in pre-service programs (not necessarily more core university science courses)

  • Continue to evaluate the effectiveness of the middle school teaching certification program

  • Secondary pre-service programs unifying and connecting content, pedagogy, and assessment

Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×

Key Players in Implementing Change:

  • Mississippi Science Teachers Association

  • Colleges, community colleges, and universities

  • Mississippi Department of Education

  • Mississippi Environmental Education Centers and Museums

  • Mississippi Department of Environmental Quality

  • Cooperative Extension Service

  • Mississippi Biology Teachers Association

  • Legislature and government offices

  • Mississippi Forestry Commission, Soil and Water Conservation, and Wildlife Departments

  • Mississippi Staff Development Council

  • Federal agencies within Mississippi

  • NSF, US Department of Education, SERVE Regional Laboratory programs in Mississippi

  • Mississippi foundations

  • Mississippi Educational Television (MSETV)

  • NASA, CS3, and CCSSO

  • Air Force, Naval Oceanographic Command, Army Corp. of Engineers

State Goals for Improving Science Teacher Preparation:

  • Multiple strategies for statewide professional development using pre-service and practicing teachers

  • Establish open lines of communication among teachers, professors, and policy makers

To Accomplish these Goals, the Following Actions are Planned:

Within Six Months
  • Communicate the Standards to all players

  • Incorporate the Standards in the summer of 1996 at Mississippi Science Framework training

During the Next Twelve Months
  • Through MSETV and a grant from SERC (Satellite Education Resource Consortium) conduct for training telecasts on the Standards

  • Implement the Biology I Assessment

  • Implement the physical science "add on" endorsement including a special summer training institute in 1996 and 1997

Over the Next Two Years
  • Evaluate the effectiveness and implementation of the Standards and the Mississippi Science Framework

  • Continue to coordinate, offer, and seek funding for ongoing professional development

By the End of Five Years
  • Begin the revision process of the Mississippi Science Framework

  • Evaluate and revise all teacher preparation programs involving science

  • Involve actively all partners in the continuing preparation and professional development of science teachers

Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×

Missouri's Action Plan

Team Members

Agency or Institution

Position

Cindy Heider

Department of Elementary Education

Director, Professional Development

Michael Horvath

Missouri Southern State College

Dean, School of Education and Psychology

C.J. Varnon

Department of Elementary and Secondary Education

Science Consultant

Existing Policies and Practices that Support the Standards:

  • Missouri "Show-Me" Standards aligned to National Science Education Standards (These are process and content standards)

  • One percent of state education dollars are allocated for K-12 professional development

  • Missouri has a Unified Science Degree for grades 9-12

  • Missouri Science Curriculum Frameworks are based on the Standards

  • State assessment system has a performance-based component

  • Statewide science symposia and conference

Existing Policies and Practices in Need of Change:

  • Too many certificates available (over 240)

  • Streamline licensure mechanism

  • Certification based on list of courses instead of competency

  • Elementary teachers need more science content before licensure

  • Prospective teachers need to experience multiple learning/teaching strategies in their own learning environment

  • Teachers need more control of entry/exit of their colleagues

  • One or two-year internship needed before certification

Key Players in Implementing Change:

  • Teacher education colleges and universities

  • State agencies

  • State teacher organizations

  • Local Professional Development Committees

  • State legislatures

  • Governor

  • Business community

State Goals for Improving Science Teacher Preparation:

  • Align Missouri Teacher Preparation guidelines with national guidelines

  • Enter into a closer working relationship with NCATE

  • Support NBPTS

  • Make teaching more attractive by continuing to professionalize

To Accomplish these Goals, the Following Actions are Planned:

Within Six Months
  • Apply for a systemic reform grant (Standards-based instruction and assessment) from the Missouri Department of Elementary and Secondary Education

  • Hold training sessions at Missouri's nine regional Professional Development Center for pre-service/in-service teachers

  • Showcase best practices in science education and science teacher preparation programs

  • Collaborate with Missouri Association for Colleges of Teacher Education to raise awareness level in and about the Standards

Within Six Months
  • Move from awareness level to application level in best practices

  • In-service content area professors on inquiry-based instruction

  • Integrate Missouri "Show-Me" Standards into pre-service and in-service teacher preparation programs

Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×
During the Next Twelve Months
  • Expand program to all 35 teacher education colleges and universities

  • Ongoing awareness and content training form the first six-month program

Over the Next Two Years
  • At least one-half of K-12 teachers will be using inquiry-based instruction in science

New York's Action Plan

Team Members

Agency or Institution

Position

Betsy Ann Balzano

SUNY Brockport

Professor

Carolyn Graham

Troy City Schools

Curriculum Coordinator

Penelope Haile

Hofstra University

Associate Dean, School of Education

Janice Koch

Hofstra University

Associate Professor

Jim Neujahr

City College of New York

Professor

Linda Stehr Bopp

New York Department of Education

MST Curriculum Framework Coordinator

Existing Policies and Practices that Support the Standards:

  • State testing program in Science - 4th grade, Regents

  • State teacher certification requirements - LAST, content exams in subject area

  • Compact for learning

  • Teacher certification requirements—coursework required

  • Curriculum Frameworks for Mathematics, Science and Technology with Learning Standards.

  • BOCES 2 Elementary Science Program (materials, workshops, etc.)

  • Move to portfolio in assessment

  • SSI, USI, CETP programs to support teacher development, teacher education program development and teaching which are congruent with the Standards

Existing Policies and Practices in Need of Change:

  • Funding, staffing level

  • Improve system of checking off courses only as route to certification

  • Improve continuous, professional development over time (i.e. permanent certification - often discourages this)

  • Entry of scientist and engineers into technology education/science/math certification programs

  • Lack of correspondence between, collaboration with, and alignment of teacher education and academic science departments

  • Multiplicity of teacher certification titles

  • Number of waivers permitting teachers to teach science without appropriate certification

  • Paucity of partnerships with business and industry

  • Lack of alignment of certification with Curriculum Frameworks and Learning Standards outcomes

Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×

Key Players in Implementing Change:

  • State Education Department

  • NYSUT/NEA

  • Science Mentor Network

  • SCDN

  • NYS Administrator Association

  • SUNY

  • CUNY

  • STANY

  • Teacher development centers

  • Universities/colleges with teacher preparatory programs

  • NYSTEN (mentor network)

  • NYS School Boards Association

  • Deans/Teacher education in NYS

  • NYS Board of Regents

  • NYS Legislature

  • Chancellor, NYC Board of Education

  • SSI Schools/Partnerships

State Goals for Improving Science Teacher Preparation:

  • Tie ATSP to the Standards

  • Teacher preparation models lessons adhering to the Standards

  • Preparation and classroom instruction K-12 tie to compact for learning and the State Framework for Mathematics, Science, and Technology

  • Learning Standards for Mathematics, Science and Technology

  • Consideration of performance and knowledge of content as well as pedagogy and completion of courses/programs

To Accomplish these Goals, the Following Actions are Planned:

Within Six Months
  • Print and distribute guide for teacher preparation faculty for mathematics, science and technology

  • During the Next Twelve Months

  • Revisit and rewrite the LAST, ATS-W and content specialty exams to reflect the Standards

Over the Next Two Years
  • Revisit and rewrite the LAST, ATS-W and content specialty exams to reflect Standards

By the End of Five Years
  • Require the review of approved teacher education programs to determine the extent to which they align with and implement the Standards. (The reviews can be conducted by appropriate national associations).

Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×

North Carolina's Action Plan

Team Members

Agency or Institution

Position

Jake Brown

Department of Public Instruction

Science Consultant

Marilyn Jorden

North Carolina Science and Mathematics Alliance

Director

Gerry Madrazo

North Carolina Mathematics and Science Education Network

Executive Director

Bill Spooner

Department of Public Instruction

Director, Division of Curriculum and Instruction

Clara Wiggins

Department of Public Instruction

Science Consultant

Existing Policies and Practices that Support the Standards:

  • Science Teacher Education IHE's must meet the State Accreditation Guidelines which are developed under SEA leadership

  • New state science curriculum which reflects the Standards

Existing Policies and Practices in Need of Change:

  • Need revision of the NC Competencies and Guidelines for Science Teacher Preparation to reflect the Standards at grades 6-12 level and the elementary guidelines, science section

Key Players in Implementing Change:

  • Department of Public Instruction

  • Science Team

  • Program Approval/Certification Team

  • State Board of Education

  • Math/Science Education Network

  • State SSI

  • IHE

  • LEA

State Goals for Improving Science Teacher Preparation:

  • Make Standards familiar to science educators and education leaders across the state

  • Revise the Competencies and Guidelines for Science Teacher Preparation in North Carolina to reflect the Standards

  • Revise the Elementary Competencies and Guidelines for Science Teacher Preparation (science portion) to reflect the Standards

To Accomplish these Goals, the Following Actions are Planned:

Within Six Months
  • Complete revision of the NC Competencies and Guidelines for Science Teacher Preparation to reflect the new Standards

  • Present to the State Board of Education

  • Implement upon Board adoption

  • Conduct a statewide conference/forum on the Standards for head and key science educators in North Carolina to address successful implementation of the Standards

During the Next Twelve Months
  • Revise and implement the science portion of the Elementary Competencies and Guidelines for Science Teacher Preparation

Over the Next Two Years
  • Education members of state program approval teams to the Standards

By the End of Five Years
  • All teacher preparation related to science in North Carolina will be directly tied to the Standards

Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×

North Dakota's Action Plan

Team Members

Agency or Institution

Position

Ann Clapper

Department of Public Instruction

Director, Curriculum

Allan Fischer

North Dakota State University

Dean, College of Science and Mathematics

Joe Kroeber

Legislator/Science Teacher

Representative

Max Laird

Community High School

Science Teacher

Debra Tomanek

North Dakota State University

Assistant Professor, Botany

Existing Policies and Practices that Support the Standards:

  • Math/Science Alliance

  • Science Focus Group

  • Assistance from McREL (Regional Lab)

Existing Policies and Practices in Need of Change:

  • Pre-service needs application of new Standards throughout higher education

  • Licensure is new but will need to move from awarded credits toward Standards orientation

Key Players in Implementing Change:

  • Math/Science Alliance

  • North Dakota Science Teachers Association

  • North Dakota CTM

  • Science Focus Group

  • Higher Education Institution

  • Department of Public Instruction (DPI)

  • ESPB

  • EPSCOR

  • NDEA

  • School Boards Association

  • North Dakota Association of School Administrators

  • North Dakota Parent Teacher Association

State Goals for Improving Science Teacher Preparation:

  • Establish communication links and partnerships with key organizations

  • Coordinate science improvement efforts and resources

  • Provide information, training, and technical assistance on and implementation of the Standards

  • Collect information on results of implementing the Standards; identify areas for training and barriers to implementation

  • Make recommendation to the ESPB, NDUS, and DPI relative to changes needed in accreditation, licensure certification, and professional development

To Accomplish these Goals, the Following Actions are Planned:

Within Six Months
  • Prepare and disseminate a summary of the symposiums' proceedings along with an overview of the Standards to the leaders of key organizations

  • Identify existing groups and organizations presently involved in science education in the state, their membership, purpose, support, and linkages to other groups

  • Design a cooperative service agreement between the North Dakota State University system and the DPI outlining partnership and leadership agreements for K-16 science education

  • Meet with representative from McREL to discuss training for science leaders in collaborative action research

  • Present information on the symposium's proceedings and information on the Standards to various groups such as the ESPB, the Science Focus Group, the Dean's Council, Science Fair and Science Olympiad teachers

  • Convene meeting of Math/Science Alliance to discuss issues such as status of the current science frameworks, the need for another state science symposium, status of Gateway Mail Project, and membership in INTASC

  • Conduct planning meetings for summer Standards-awareness sessions

  • Identify existing and potential sources of grant money

Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×
During the Next Twelve Months
  • Conduct awareness sessions on the Standards

  • Discuss map of existing organizations and groups, discuss effectiveness of current configuration and create (if needed) or realign groups as needed

  • Convene meeting with ESPB, the Dean's Council and other representative of the NDUS to discuss the Standards and potential areas of change in certification, teacher preparation, etc.

  • Design graduate workshop credit (one hour) for school-site study groups around topics and themes such as collaborative action research, inquiry, portfolio assessment, constructivism, and the Standards

  • Provide more in-depth training sessions on knowledge and skills needed to implement the Standards

Over the Next Two Years
  • Collect exemplary science ''units'' and effective strategies created and used by North Dakota teachers and place in a database for statewide access

  • Create network of "best practice science teachers;" fund release time for them to assist teaching in neighboring schools

  • Gather information from the field or policy barriers to implementation

  • Convene meeting with ESPB, Dean's Council, and NDUS representatives to discuss barriers and make recommendations for change

Oklahoma's Action Plan

Team Members

Agency or Institution

Position

Cindy Marose

Oklahoma Department of Education Director,

Certification Standards

Mary Stewart

Oklahoma Department of Education

Science Coordinator

Existing Policies and Practices that Support the Standards:

  • Priority Academic Student Skills (PASS) - state framework for schools

Existing Policies and Practices in Need of Change:

  • Oklahoma is in the process of developing a competency-based teacher certification system, to be completed by January 1997

Key Players in Implementing Change:

  • State Board of Education

  • Institutions of high education

  • Local districts (including teachers and administrators)

  • Professional education organizations

  • Science organizations

  • Businesses that relate to science

  • Oklahoma Regents for Higher Education

  • Department of Vocational-Technical Education

  • Oklahoma Commission for Teacher Preparation

  • Recipients of Teacher Preparation grants

State Goals for Improving Science Teacher Preparation:

  • Certification competencies with emphasis on methodology and reference to Priority Academic Student Skills (state framework for schools)

  • Fall science certification competencies

  • Oklahoma has received a $5 million NSF grant for changing/reforming the math/science preparation

Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×

To Accomplish these Goals, the Following Actions are Planned:

Within Six Months
  • Input for full science competencies

  • State board adoption of general competencies

During the Next Twelve Months
  • State Board adoption of full competencies

Over the Next Two Years
  • Review PASS (include business, general public, educators, professional education organizations)

  • Review state student testing program over PASS

By the End of Five Years
  • Review, reevaluate, reflect

South Carolina's Action Plan

Team Members

Agency or Institution

Position

Dan McKenzie

Lexington School District #1

Science Coordinator

Sandy Robinson

University of South Carolina

Assistant Dean, College of Education

Linda Sinclair

South Carolina Department of Education

Education Associate - Science

Jim Turner

South Carolina Department of Education

Education Associate - Teacher Licensing

Existing Policies and Practices that Support the Standards:

  • Continuous, sustained staff development based on needs identified with strategic plan of local school districts

  • SSI Curriculum Leadership Institutes that develop teacher leaders or mentors and Administrative Leadership Institutes that prepare administrators to support meaningful staff development

  • South Carolina Science Framework supports changes in Professional Development that articulate with the Standards

  • Proposal that South Carolina Teacher Education Programs meet National Accreditation Standards by the year 2005

  • Entire Teacher Education - Licensure process is under study - task force appointed and dialogue sessions have begun

  • Implementation of South Carolina system for Assisting, Developing, and Evaluating Professional Teaching (ADEPT)

Existing Policies and Practices in Need of Change:

  • Policies related to initial and add-on certification need revision

  • More communication/collaboration between higher education and State Department of Education

  • Professional development-license renewal requirements should reflect higher standards with local district coordination

  • More in-depth/long-term teacher internship or induction programs

Key Players in Implementing Change:

  • State Superintendent of Education

  • Commissioner of Higher Education

  • Deans of Teacher Education Colleges

  • Deans of Colleges of Arts and Sciences

  • Staff members of State Department of Education

  • State School Boards Association

  • Science Teachers Organizations—Chemistry Teachers, Physics Teachers Alliance, Environmental Education Association, South Carolina Science Supervisors, and the South Carolina Association of Children's Science

  • Director of SSI and SSI HUBS

Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×

State Goals for Improving Science Teacher Preparation:

  • Goals are addressed in the South Carolina Science Frameworks (draft version) and "At the Crossroads" (task force document and discussion paper)

  • Move to require National Accreditation of all teacher education programs

To Accomplish these Goals, the Following Actions are Planned:

Within Six Months
  • Committee report/meeting with Superintendent of Education

  • Continued discussion of recommendations set forth in "At the Crossroads"

  • Revised version of South Carolina Science Framework, which includes a professional development chapter, will be submitted for approval by the State Board of Education

  • Begin implementation of South Carolina Science Framework

During the Next Twelve Months
  • Pilot testing of NCATE partnership

  • NCATE approved institutions will provide technical assistance to other state colleges and universities

  • Some state institutions will begin the process of submitting folios to NSTA for NCATE evaluation

  • Continued implementation of Science Framework - Expand vision of Science Framework to higher education level

  • Appointment of specific task forces to develop proposals included in "At the Crossroads"

  • Promote and approve Eisenhower proposals and other grants that support the professional development vision of Science Framework

Over the Next Two Years
  • Recommendations of "At the Crossroads" Task Force presented to State Board of Education and state legislature

  • Promote/approve Eisenhower proposals that support professional development vision of the South Carolina Science Framework and the Standards

By the End of Five Years
  • By 1999, all state teacher education programs are progressing on schedule toward National Accreditation

  • "At the Crossroads" Task Force recommendations are implemented

  • Continued implementation and revision of South Carolina Science Framework

South Dakota's Action Plan

Team Members

Agency or Institution

Position

Elizabeth Bower

South Dakota Department of Education and Cultural Affairs

Director, Teacher Education and Certification

Bill Jensen

South Dakota State University

Professor, Chemistry

Janet Martin

South Dakota Department of Education and Cultural Affairs

Associate Director, Science

Existing Policies and Practices that Support the Standards:

  • NCATE Partnerships

  • Administrative Rules of South Dakota (both present and those in proposal for revision)

Existing Policies and Practices in Need of Change:

  • Administrative Rules of South Dakota

  1. Professional Studies

  2. Pre-service internships

  3. Assessment concerning content areas and pedagogy

Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×

Key Players in Implementing Change:

  • South Dakota Legislature

  • DECA

  • Secretary, upper level supervisors, technical assistance team

  • Deans of Education at liberal arts schools

  • School Administrators of South Dakota

  • Associated School Boards of South Dakota

  • South Dakota Education Association

  • Board of Regents

  • State Board of Education

  • Learned societies

  • State professional organizations

State Goals for Improving Science Teacher Preparation:

  • Process for dialoguing Pre-K-16 related to implementation of the Standards

  • Involvement with SASD, ASBSD, SDED, Regents, State Board, Legislature

  • Developing accountability process for incrementalization of the Standards implementation plan

To Accomplish these Goals, the Following Actions are Planned:

Within Six Months
  • Gather final approval of implementation plan

  • Publish plan - DECA homepage, administration memo, organization newsletters, conferences; present, plan and gather input at each organizations' meeting

  • Conduct ongoing evaluation of implementation activities

  • Initiate school accreditation process that is outcome-based K-12 and teacher education

During the Next Twelve Months
  • Meet with content area professors and deans together with K-12 subject area teachers, administrators, and school boards in work sessions to plan in-depth implementation activities - localizing efforts

  • Initiate formal assessment of impact of the Standards

  • Pilot accreditation process - K-12 and teacher education

Over the Next Two Years
  • Keep formative evaluation on implementation plans

  • Plan facilitation activities where faltering is detected

  • Continue evaluation of implementation activities

  • Implement accreditation process . . . with a process for noting needs and providing support

By the End of Five Years
  • Analysis of assessments and initiate plan for enhancement of programming due to Standards changes and/or detection of needs

Tennessee's Action Plan

Team Members

Agency or Institution

Position

Robert Eaker

Middle Tennessee State University

Dean, College of Education

Betty Phillips

Richview Middle School

Teacher; Head of Tennessee Standards Committee

Robert Sherwood

Vanderbilt University

Professor, Science Education

Jane Walters

Department of Education

Commissioner

Karen Weeks

State Board of Education

Research Associate

Existing Policies and Practices that Support the Standards:

  • State curriculum framework K-12 (adopted 12/95) - consistent with Standards

  • Teacher Education Policy (1988) - based on knowledge and skills; clinical learning; collaboration between K-12 and institutions of higher education, collaboration between teacher education and arts and sciences

Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×

Existing Policies and Practices in Need of Change:

  • Need to update knowledge and skills to address more effectively the Standards and new state curriculum framework

Key Players in Implementing Change:

  • State Board of Education

  • State Department of Education

  • 39 teacher preparation institutions of higher education

  • Teacher Education Advisory Council

State Goals for Improving Science Teacher Preparation:

  • Integration of Standards into knowledge and skills

  • Revise professional education core knowledge and skills to conform to INTASC

To Accomplish these Goals, the Following Actions are Planned:

Within Six Months
  • Convene a working group to adjust knowledge and skills for teacher discourse

  • Begin professional development for existing teachers on the Tennessee and the Standards in conjunction with Appalachian Educational Lab

During the Next Twelve Months
  • Bring changes in licensure standards to State Board of Education for approval

Over the Next Two Years
  • Adjust our student assessment system to conform to Standards

By the End of Five Years
  • Celebrate science literacy!

U.S. Virgin Islands' Action Plan

Team Members

Agency or Institution

Position

Mario Golden

Virgin Islands Department of Education

Deputy Commissioner of Operations

Anita Gordon-Plaskett

Virgin Islands Department of Education

District Superintendent/St. Croix

Joyce Lynn Hosford

Virgin Islands Department of Education

Elementary Teacher

Alecia M. Wells

Virgin Islands Department of Education

Deputy Superintendent, Secondary Secondary St. Thomas/St. John

Existing Policies and Practices that Support the Standards:

  • Promotional Policy

  • Virgin Islands Teacher Enhancement in Math and Science (VITEMS)

  • National Faculty Program

  • Goals 2000 Program

Existing Policies and Practices in Need of Change:

  • Teacher certification policy

  • Teacher education program

Key Players in Implementing Change:

  • Science education professors

  • Science professors

  • Local industries

  • Elementary and secondary education teachers

  • School administrators and central office administrators

Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×

State Goals for Improving Science Teacher Preparation:

  • Integration of new Standards

  • Planning systemic changes in MST

  • Share vision and establish collaborative relationships with the University of the Virgin Islands

To Accomplish these Goals, the Following Actions are Planned:

Within Six Months
  • Immediate planning and sharing of the Standards with principals and directors

  • Summer science institute for teachers

  • Symposium K-16/MST Collaboration

  • Develop a new territorial technology plan

During the Next Twelve Months
  • Implement a comprehensive effort through professional development and educational networking to enhance science and math

Over the Next Two Years
  • Complete the development of math and science framework

  • Develop teacher education of math and science framework

By the End of Five Years
  • Implement territorial systemic math and science changes

  • Integrate technology into all classrooms

Utah's Action Plan

Team Members

Agency or Institution

Position

Corrine Hill

Office of the Governor

Deputy for Education

Brett Moulding

State Office of Education

State Science Specialist

Richard Tolman

Brigham Young University

Chair, Department of Zoology

Existing Policies and Practices that Support the Standards:

  • State Science Core Curriculum

  • Accreditation process

  • Assessment practices

  • Coordinated professional development program

  • Statewide science coordination

  • Teacher certification policies

  • Science home page

Existing Policies and Practices in Need of Change:

  • Recertification needs to be reinstituted

  • Standards-based teacher preparation

  • Student teaching practices

Key Players in Implementing Change:

  • State - Legislature, Governor, State School Board, Board of Regents

  • Universities - University of Utah, Brigham Young University, Utah State University, Southern Utah University, Weber State University, and junior colleges

  • Education coordination team, Utah Science Teacher Association, Center for Science (WSU, integrated University of Utah), service regions

  • Partnerships with business and industry

  • Utah Education Association

Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×

State Goals for Improving Utah Science Teachers Association Preparation:

  • Develop content courses to provide inquiry lab activities

  • Add "assessment in science skills" to teacher preparation program

  • Provide support system for first and second year teachers

  • Require recertification requirements through demonstrated proficiency and coursework

  • Move to Standards-based science methods courses

  • Integrate pre-service teachers in existing in-service programs

To Accomplish these Goals, the Following Actions are Planned:

Within Six Months
  • Provide training on Standards

  • Conduct A "Teacher Pre-Service Preparation" Conference Strategic Plan

  • Establish a demonstration project for first and second year teachers in-service

  • Develop professional development expectations

During the Next Twelve Months
  • Develop recertification policy

  • Require basic certificate to include specific courses for development of standard certificate

  • Revise professional development programs SSCT subcommittee

Over the Next Two Years
  • Implement "new." professional development standards (Standards-based)

  • Establish teacher support beyond graduation

By the End of Five Years
  • Recertification program revision

  • Implementation of the Standards requirements in all programs

Washington's Action Plan

Team Members

Agency or Institution

Position

Theodore Andrews

State Board of Education

Director

David Kennedy

Office of the Superintendent of Public Instruction

Director, Educational Technology

George "Pinky" Nelson

University of Washington

Vice Provost

Roger Olstad

University of Washington

Professor, Science Education

Harry Peterson

State Board of Education

Member

Scott Stowell

Spokane School District #81

Curriculum Director

Existing Policies and Practices that Support the Standards:

  • 1993 Education Reform Legislation (performance-based education system by 2000)

  • Essential academic learning requirements (content standards for science)

  • State assessment training

  • Refocus professional development

Existing Policies and Practices in Need of Change:

  • New performance-based certification system by 2000

  • Setting priorities for continuing education

Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×

Key Players in Implementing Change:

  • Superintendent for Public Instruction

  • State Board of Education

  • Commission on Student Learning

  • Legislature

  • Higher Education

  • Washington Education Association

  • Washington Association of School Principals

  • Washington Association of School Administrators

  • Washington Roundtable

  • Partnership of Learning

State Goals for Improving Science Teacher Preparation:

  • To develop, field test, and implement new performance-based certification system tied to positive impact on student learning by 2000

To Accomplish these Goals, the Following Actions are Planned:

Within Six Months
  • Develop standards

Over the Next Two Years
  • Field Test

By the End of Five Years
  • Complete implementation

Wisconsin's Action Plan

Team Members

Agency or Institution

Position

John Bell

Department of Public Instruction

Title II Coordinator

Laurie Derse

Department of Public Instruction

Licensing Consultant

Existing Policies and Practices that Support the Standards:

  • K-12 curriculum plan with graduation requirements that include the four broad areas of science (biology, chemistry, physics, and earth/space science)

  • Licensing in four areas plus restrictive broad field science license which requires 15 semester credits in each area to teach at 10-12 grade level

  • Required certifiable minor for all elementary education majors (30 credit science minor option

Existing Policies and Practices in Need of Change:

  • Course/credit driven licensing/discipline driving science certification

  • "Input-based" program approval structure (i.e. science program shall include the study of . . . rather than outcome-based)

Key Players in Implementing Change:

  • Parents/general public

  • Teachers

  • LEAs/Administration/Boards

  • State departments

  • University/colleges

  • Legislature/Governor

  • Professional Educational/Business/Scientific Organizations

Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×

State Goals For Improving Science Teacher Preparation:

  • Complete process of restructuring teacher education and licensing and continue process to develop and adopt pre-service performance standards in each of the content areas (use National Science Education Standards as guide for development of pre-service standards)

  • Support IHE efforts between education and science departments to restructure and collaborate

To Accomplish These Goals, The Following Actions Are Planned:

Within Six Months
  • Complete public information sessions on proposed recommendations for restructuring. Based on results of public input - develop proposed rule changes

During The Next Twelve Months
  • Continue through rule making process public and legislative hearings - resulting in rule promulgation

  • Establish broad based groups to develop proposed pre-service content standards

  • Promote/encourage IHE restructuring efforts

Over The Next Two Years
  • Adopt/implement major restructuring recommendations of

  • Wisconsin "molded" INTASC standards

  • Performance-based teacher education

  • Career long professional development and licensing

  • Revision of licensing categories and grade levels

By The End Of Five Years
  • With public and legislative support, first teachers of restructured teacher education programs will graduate and receive their beginning level license

Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×

Appendix C
Symposium Participants*

Alaska

Peggy Cowan (State Team Member)

Science Specialist

Alaska Department of Education

801 West 10th Street, Suite 200

Juneau, AK 99801

(907) 465-2826

Robert Gottstein (State Team Member)

Teacher Certification

Alaska State Board of Education

630 West 4th Avenue

Anchorage, AK 99501

(907) 257-5600

Alexander McNeill (State Team Member)

Dean, School of Education

University of Alaska

3211 Providence Drive

Anchorage, AK 99508

Paul Reichardt (State Team Member)

Dean, College of Natural Science

University of Alaska

465 Duckering Building

Fairbanks, AK 99775

Arkansas

Rodger Callahan

Associate Director, Accountability

Arkansas Department of Education

#4 Capitol Mall, Room 106B

Little Rock, AR 72201

(501) 682-4229

Donna Elliott (State Team Member)

Program Manager, Teacher Education and Licensure

Arkansas Department of Education

#4 Capitol Mall, Room 107B

Little Rock, AR 72201

(501) 682-4229

Suzanne Mitchell (State Team Member)

Project Director

Arkansas Statewide Systemic Initiative

114 East Capital Avenue

Little Rock, AR 72201

(501) 324-9300

Arizona

Susan Loucks-Horsley

Senior Associate

National Center for Improving Science Education

4732 North Oracle Road, Suite 217

Tucson, AZ 85705

(520) 888-2838

*  

Affiliation and title information for participants is as of February 6, 1996

Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×

California

Bonnie Brunkhorst (State Team Member)

Professor, Science Education and Geology

California State University- San Bernardino

5500 University Parkway

Science Education Institute

San Bernardino, CA 92407

(909) 880-5612

Jerilyn Harris (State Team Member)

Science Teacher

California Commission on Teacher Credentialing

400 Vichy Hills Drive

Ukiah, CA 95482

Terry Janicki (State Team Member)

Staff Consultant

California Commission on Teacher Credentialing

1812 9th Street

Sacramento, CA 95815-7000

(916) 322-2305

Penny Moore (State Team Member)

Teacher

Piedmont High School

800 Magnolia

Piedmont, CA 94611

(510) 643-9475

Kathleen A. O'Sullivan (State Team Member)

Professor, Department of Secondary Education

San Francisco State University

436 Gateway Drive, #2

Pacifica, CA 94044

(415) 338-1599

Karen Reynolds (State Team Member)

Director, Elementary Education

College of Education

San Jose State University

One Washington Square

San Jose, CA 95192

Erwin Seibel (State Team Member)

Dean, Undergraduate Studies and Professor, Geology and Oceanography

San Francisco State University

1600 Holloway Avenue

San Francisco, CA 94132

Vivian Lee Ward (State Team Member)

Teachers' Coordinator

Access Excellence

Genentech, Inc.

460 Pt. San Bruno Boulevard, South

Mail Stop 16

San Francisco, CA 94080

(415) 225-8750

Colorado

Mary Gromko (State Team Member)

State Science Consultant

Colorado Department of Education

201 East Colfax Avenue

Denver, CO 80203

(303) 866-6764

Jay Hackett (State Team Member)

Professor, Science Education

Department of Earth Science

University of Northern Colorado

Greeley, CO 80639

(970) 351-2483

Paul Kuerbis (State Team Member)

President, AETS

Professor, Science Education

The Colorado College

14 East Cache La Poudre

Colorado Springs, CO 80903

(719) 389-6726

Mark O'Shea (State Team Member)

Director, Education

Metropolitan College of Denver

P.O. Box 173362

Denver, CO 80217

Harold Pratt

Biological Sciences Curriculum Study

Pikes Peak Research Park

5415 Mark Dabling Boulevard

Colorado Springs, CO 80918

(719) 531-5550

William Randall (State Team Member)

Commissioner

Colorado Department of Education

201 East Colfax Avenue

Denver, CO 80203

(303) 866-6806

Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×
Page 33
Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×
Page 34
Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×
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Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×
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Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×
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Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×
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Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×
Page 39
Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×
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Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×
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Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×
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Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×
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Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×
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Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×
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Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×
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Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
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Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
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Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
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Page 49
Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
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Page 50
Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
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Page 51
Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×
Page 52
Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×
Page 53
Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×
Page 54
Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×
Page 55
Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×
Page 56
Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×
Page 57
Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
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Page 58
Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×
Page 59
Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×
Page 60
Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×
Page 61
Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×
Page 62
Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×
Page 63
Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×
Page 64
Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×
Page 65
Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×
Page 66
Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×
Page 67
Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
×
Page 68
Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
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Page 69
Suggested Citation:"B Action Plans Prepared by State Term Members." National Research Council. 1997. Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards: Report of a Symposium. Washington, DC: The National Academies Press. doi: 10.17226/5592.
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