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ARISE / Annotated Bibliography / Teach (STEM)3: A Clinical Residency Model for Preparing Effective STEM Teachers

Teach (STEM)3: A Clinical Residency Model for Preparing Effective STEM Teachers

Summary

The University of Indianapolis Teach (STEM)3 (UIndy TS3) program is a clinical residency teacher preparation program in which candidates earn a Master of Arts in Teaching degree with licensure in Chemistry, Biology, or Math. UIndy TS3 consists of multiple layers of support, including a clinical residency with clinical mentor teachers and clinical faculty who also serve as university supervisors; integrated and scaffolded university coursework, which includes clinical seminars and classroom observations; 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, and our 3-year retention rate of 93% over eight cohorts is higher than the national average. Moreover, the clinical mentor teacher (CMT) is enriched by the candidate’s presence in the classroom, as the candidate imports new teaching methodologies (such as project-based learning) and technologies to the classroom that in turn inform the practice of the CMT. School administrators are also positively impacted by interacting with the candidates, both by keeping apprised of the challenges that new teachers face and by learning new ways to engage students. The efficacy of UIndy TS3 is proven by our 100% placement rate, long-term retention of program graduates, and their recognition as teacher leaders.

Authors

Kimberly M. Baker, Deborah D. Sachs, Katherine W. Stickney

Organization/Affiliation

University of Indianapolis

Year

2019

Noyce Award Number

1660653

Grade Level

Graduate-level (initial teacher preparation), High School (preparation to teach), Middle School (preparation to teach)

Discipline

Mathematics, Science

Resource Type

Book - Chapter

URL

https://par.nsf.gov/biblio/10140231

Citation

Stickney, K. W., Baker, K. M., & Sachs, D. D. (2019). Teach (STEM)3: A Clinical Residency Model for Preparing Effective STEM Teachers. In S. B. Boesdorfer (Ed.), Best Practices in Chemistry Teacher Education (pp. 19-34). Washington, DC: American Chemical Society.

Content Focus

Clinical experiences of teacher candidates (placement diversity, depth, breadth, timing/duration, feedback, and mentor selection/training), Clinical Preparation and Partnerships, Effectiveness of program graduates, Partnerships between teacher preparation programs and school districts/schools, campus learning centers, STEM education centers, Pedagogy, Recruiting and Supporting Candidates, Retention and support of teacher candidates during in preparation, Retention of STEM teachers in high need school districts, Retention, Support, and Tracking of Graduates, Teacher candidate learning—pedagogy, Teacher candidate preparation to enter the field (induction and/or mentoring)

This material is based upon work supported by the National Science Foundation (NSF) under Grant Numbers DUE- 2041597 and DUE-1548986. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.

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