This article reports on observations of eight beginning secondary mathematics teachers’ classrooms, designed to investigate ways in which they organized students for learning, uses of instructional methods, and how these may differ based on the level of course being taught. Implications for supporting and preparing teachers are discussed.
Impacts of STEM Professional Development on Teachers’ Knowledge, Self-Efficacy, and Practice
The authors describe how a STEM education descriptive framework was used to design and enact a year-long professional development with eight middle and secondary teachers at non-STEM focused schools in Southeast USA. They examined the professional development impact on teacher content knowledge, self-efficacy, and practice using pre- and post-test scores on a content exam, pre- and post-test scores on a self-efficacy instrument, and self-reported STEM integration efforts.
Educating Effective Science Teachers: Preparing and Following Teachers into the Field
This chapter presents findings from several investigations connected to the preparation of secondary-level science teachers, comparing two secondary science teacher preparation programs (undergraduate and graduate) at a large Midwestern university. The different program designs resulted in a greater use of reform-based science instructional practices by graduate level candidates with science degrees.
Teach (STEM)3: A Clinical Residency Model for Preparing Effective STEM Teachers
The University of Indianapolis Teach (STEM)3 awards a MAT degree with licensure in Chemistry, Biology, or Math. UIndy TS3 consists of multiple layers of support, including a clinical residency, integrated and scaffolded coursework, and two years of in-service mentoring. Evaluation and retention results indicate that candidates are well-supported in their high-need classrooms by these program components. The 3-year retention rate of 93% over eight cohorts is higher than the national average.
Using the UTeach Observation Protocol (UTOP) to Understand the Quality of Mathematics Instruction
We describe how the UTeach Observation Protocol draws upon theories and practices heavily emphasized in teacher preparation—including deep student engagement, classroom management, STEM content fluency, lesson structuring, and innovative instructional models. We then present the ratings of three sample elementary mathematics lessons on the UTOP.
