Beyond Seamless Transitions: Blurring the Boundaries Along the Learning-To-Teach Continuum

该奖项是根据2009年美国复苏和再投资法案（公法111-5）资助的。加州州立大学萨克拉门托分校的这一规划资助项目是该校两所学院——教育学院和自然科学与数学学院——以及地区学区（包括萨克拉门托市联合学区）之间的合作项目。作为规划活动的一部分，正在发展与学区和非营利组织的其他伙伴关系。加州州立大学萨克拉门托校区主要为城市服务地区培养高素质的数学和科学教师，该地区有大量低收入、文化和语言多样化的学生。与其他已经到位的以数学和科学为重点的项目相结合，该计划赠款为向教学奖学金/硕士教学奖学金提交完整的提案奠定了基础，允许完成符合nclb的科学学科项目，重新设计学士学位后证书项目，完成新的生物科学硕士学位的设计，专注于科学教师。与公立学校合作伙伴共同修订针对新教师的2年入职培训计划，以显著加强对学科的关注。在所有情况下，国家文献中关于数学和科学教师的征聘、留用、准备、指导和专业发展的最佳做法都被纳入方案设计和修订活动。因此，这项计划拨款项目增加了两所学院教师准备工作的学科重点，同时加强了它们与数学/科学教师招聘同事之间的合作关系。通过完善初级教师支持和评估项目，使其与生物学和数学的特定学科硕士学位重叠（通过规划拨款的第一步），萨克拉门托加州州立大学正在为数学和科学教师引入更严格的、基于学科的新教师支持项目。

This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5).This planning grant project at California State University Sacramento is a partnership between two of its colleges, the College of Education and of Natural Sciences and Mathematics, and area school districts (including the Sacramento City Unified district). Additional partnerships with school districts and with a nonprofit organization are being developed as part of the planning activities. The California State University Sacramento campus prepares highly qualified mathematics and science teachers for a primarily urban service region, with a large population of low income, culturally and linguistically diverse students. In conjunction with other math and science-focused programs already in place, the planning grant is laying the groundwork for submission of a full proposal to the Teaching Fellowship/Master Teaching Fellowship track by allowing for completion of NCLB-compliant subject matter programs in the sciences, re-design of a post-baccalaureate credential program, completion of the design of a new Master of Arts degree in Biological Sciences with a concentration for science teachers, and collaboration with public school partners on revision of the 2-year induction program for new teachers to integrate a significantly enhanced disciplinary focus. In all cases, best practices from national literature on recruitment, retention, preparation, mentoring and professional development for mathematics and science teachers are being incorporated into the program design and revision activities. This planning grant project is thus adding to the discipline-based focus of teacher preparation work in two colleges, while strengthening collaborative ties between them and their math/science teacher induction colleagues. By refining the Beginning Teacher Support and Assessment program to overlap with discipline-specific Masters degrees in biology and mathematics (through first steps included in the planning grant), California State University Sacramento is introducing a more rigorous, discipline-based focus in new teacher support programs for mathematics and science teachers.