CETPPA-Collaborative for Excellence in Teacher Preparation in Pennsylvania

项目概述这项系统性的改革计划侧重于宾夕法尼亚州高等教育系统(SSHE)14个校区的科学和数学教师培养计划。1998年，这些大学培养了35%的理科教师和29%的数学教师。1998年，SSHE还负责了PA初级证书的39%。该项目正在推动实施SSHE系统的系统性改革。在这个项目中，来自SSHE校园的科学家、数学家和教育工作者正在合作：(1)改变受教育学生所选的大学内容课程，以反映以研究为基础的有效教学方法；(2)补充科学和数学教育课程的数学和科学内容；(3)引入内容和教育学专家对科学和数学学生教师的结对监督；(4)使科学和数学教育专业的学生在修订后的大学课程、他们的实地经验和入职期间获得一致的经验；以及(5)增加招收代表性不足的公立学校的学生，以从事科学和数学教学工作。SSHE大学正在与9所社区学院和50多所公立学校合作开展这一项目。然而，系统大学和合作社区学院在其正常运作过程中与该州501个学区中的大多数进行互动。这些联系的广泛性为改善宾夕法尼亚州的教师准备和教师的专业发展提供了很大的潜力。新教师的入职对于确定新教师实际如何教学以及有多少教师在最初几年的教学经验后仍在宾夕法尼亚州任教非常重要。CETPPA正在建立一个强有力的入职计划，为新教师提供一流的指导，支持新教师多年，资金充足，支持所有符合条件的新教师，与地区和州标准挂钩，提供持续沟通的手段，并对有效性进行评估。全州范围内正在实施的活动包括联合K-16教师修订和/或开发选定的科学、数学和教育课程，以纳入技术并反映强大的内容和教育学组成部分，创建科学和数学中心，为K-16教师提供专业发展研讨会，加强实地经验，以及制定招收学生进入数学/科学教育项目的机制。NCISE正在进行外部评估。强大的评估和传播部分伴随着一个可作为国家典范的全面文化变革计划。

Project SummaryThis systemic reform initiative focuses on the science and math teacher preparation programs of the 14 campuses of the Pennsylvania State System of Higher Education (SSHE). In 1998, these universities prepared 35% of the science and 29% of the math teachers certified in PA. In 1998, the SSHE was also responsible for 39% of the PA elementary certifications. This project is facilitating implementation of systemic reform in the SSHE system. During this project, scientists, mathematicians, and educators from SSHE campuses are collaborating to: (1) change selected university content courses taken by education students to reflect research-based effective pedagogy; (2) supplement the math and science content of science and math education courses; (3) introduce the paired supervision of science and math student teachers by content and pedagogy specialists; (4) provide consistency in experiences received by science and math education majors between their revised university courses, their field experiences, and induction period; and (5) increase efforts at recruitment of underrepresented public school students to pursue careers in teaching science and mathematics. The SSHE universities are collaborating with nine community colleges and over 50 public schools in this project. However, system universities and partner community colleges interact with most of the state's 501 school districts in their normal course of operation. The extensiveness of these contacts offers high potential to improve both teacher preparation and the professional development of teachers in Pennsylvania. Induction of new teachers is very important in establishing how new teachers actually do teach and how many teachers remain teaching in Pennsylvania after the first several years of teaching experience. The CETPPA is establishing a strong induction program that provides first class mentoring of new teachers, supports new teachers for multiple years, is funded adequately to support all eligible new teachers, is linked to district and state standards, provides the means for sustained communication, and is evaluated for effectiveness. Statewide activities being implemented include teaming K-16 faculty to revise and/or develop selected science, math, and education courses to include technology and reflect strong content and pedagogy components, creating science and math centers, offering professional development symposia for K-16 faculty, strengthening field experiences, and developing mechanisms for recruiting students into math/science education programs. External evaluation is being conducted by NCISE. Strong assessment and dissemination components accompany a comprehensive program of cultural change that can serve as a national model.