Rosamond Welchman, James Neujahr, Leonard Ciaccio,
Five colleges of the City University of New York (Brooklyn College, College of Staten Island, City College, Hunter College and Lehman College) together with New York University, are part of the New York Collaborative for Excellence in Teacher Preparation; formed to restructure the preparation of prospective teachers of K-12. The Collaborative goal is to increase the number of college graduates entering science and mathematics teaching at all academic levels, and better equip them for teaching these subject areas to New York's culturally, ethnically, economically and linguistically diverse population. New links are being created: on the college campus, between education and liberal arts faculties, and among the various science and mathematics faculties; in each borough, between colleges and school districts; in the university community, among various colleges; and city-wide, between all participants and local science-rich institutions and museums.
The Collaborative is engaged in six interrelated clusters of activities, including: 1) developing new approaches to teaching and assessing science and mathematics in college courses, so that prospective teachers themselves experience learning in ways envisioned by national reform efforts, and become familiar with exemplary curriculum resources; 2) establishing a new program for middle school teachers; 3) developing new training materials with special emphasis on design of curriculum units which reflect collaboration among faculty of varied disciplines and school teachers, and that utilize the urban context; 4) providing student support and career development, including follow-up of first year teachers and internships in settings such as college tutoring centers, school classrooms, and local science museums; 5) recruiting promising students into teaching; and 6) developing exemplary field sites for student teachers.
Los Angeles Collaborative for Teacher Excellence (LACTE)
Eunice Krinsky, Kenneth L. Anderson, Gretachew Kidane
Ten institutions form the Los Angeles Collaborative for Teacher Excellence (LACTE): five universities/colleges (California State University, Dominguez Hills; California State University, Los Angeles; California State University, Fullerton; Loyola Marymount University; and Occidental College) paired with five allied community colleges (El Camino; East Los Angeles; Fullerton; Santa Monica; Glendale Community Colleges).
The goals of the Collaborative are to: 1) increase the number of mathematics/science majors from underrepresented groups who are planning on teaching as a career; 2) refine the present course of study at each institution to reflect the necessary integration of mathematics, science and technology in the pre-service content preparation of undergraduate students; 3) develop an experiential component for future elementary mathematics/science specialists and secondary science and mathematics teachers; 4) establish a support network for the prospective teachers; and 5) promote professional development in education for mathematics and science faculty.
Arizona Collaborative for Excellence in the Preparation of Teachers (ACEPT)
Susan Wyckoff, Dale Baker, James Birk, Joaquin Bustoz,
Herb Cohen, Tony Garcia,
The Arizona Collaborative for Excellence in the Preparation of Teachers (ACEPT) is comprised of a large complex of low cost-base public higher education institutions which serve urban and rural areas with high ethnic populations. The collaborative consists of Arizona State University (science, engineering, and mathematics faculty), Maricopa Community College District (10 colleges in the Phoenix metropolitan area), and the Navajo Community College in the northeast corner of the state. ACEPT is collaborating with and has its goals aligned with the Phoenix Urban Systemic Initiative project and the Southern Rocky Mountain Alliance for Minority Participation.
Specific innovations are focused on the mathematics and science preparation of pre-service teachers. They include: 1) a new middle school endorsement with a secondary certification which will have science and mathematics options; 2) reform of elementary curricula - introductory physical science, chemistry, geology and mathematics; 3) reform of secondary curricula – biology and physics; 4) a new integrated curriculum, project oriented laboratory science course, Patterns in Nature, which will become required for elementary education majors; 5) incorporation of computers and other multimedia devices into the reformed curricula; 6) increased field experiences for beginning teachers and increased supervision; 7) establishment of a resource center for in-service teachers; 8) a significant increase in the number of teachers well-prepared in science and mathematics who are members of underrepresented groups; and 9) establishment of gender-neutral learning environments. The particular experiences planned for the novice teachers include: being paired with supervising teachers who will support appropriate pedagogical methods for teaching science and mathematics; and receiving rich and stimulating field experiences which will allow them to utilize the teaching methods learned from the ACEPT curriculum within their own classrooms.
The El Paso Partnership for Excellence in Teacher Preparation (PETE)
Arturo Pacheco, John R. Bristol
The El Paso Partnership for Excellence in Teacher Preparation includes the University of Texas at El Paso (UTEP), the El Paso Community College, and the three major public school districts in El Paso County in a fundamental transformation of teacher preparation that is grounded in and contributes to systemic reform in K-12 education. The Partnership will sponsor activities contributing to four major goals: 1) to recruit more students into mathematics and science teacher preparation, particularly more minority students, and provide support and financial incentives for those planning to become teachers; 2) to revise and enhance curriculum at both the lower- and upper-division levels so that prospective teachers achieve high levels of both content knowledge and pedagogical skills; 3) to enhance the teaching skills of mathematics, science, and teacher education faculty so that they can both better impart content knowledge and model exemplary pedagogical behaviors; 4) to provide support for new mathematics and science teachers as they enter their profession; and 5) to establish and sustain a continuous conversation among key stakeholders (mathematics, science and education faculty, and public school teachers) on the improvement of mathematics and science teaching and learning.