The CSU STEM Teacher Pathways program has significantly increased the number of math and science teachers prepared by the CSU system, with a doubling of teacher production to 1,500. Major increases include a 132% rise in mathematics teachers and gains in all four science areas. These new teachers disproportionately serve in high-need urban and underperforming schools. The program achieves these results through comprehensive recruitment, financial support, aligned content and teaching preparation, community college partnerships, collaboration with K-12 districts, and focused beginning teacher support. It has been recognized as a national model of success.

1. CSU STEM Teacher Pathways:
New Models of Success
October 2012
Dr. Joan Bissell
Director, Math and Science Teacher Initiative
Dr. Beverly Young
Assistant Vice Chancellor, Academic Affairs

2. Pathways Impacts: Significant Increases in Preparation
of Well-Trained Math and Science Teachers Statewide
Large and sustained overall increases
– Doubling of CSU teacher production (750 to 1,500)
Major increases in mathematics
– Increase of 132% (349 to 811)
– Foundational Level Math Credential
Increases in all four science areas
– Physics +117% (30 to 65)
– Chemistry +100% (56 to 112)
– Geosciences +62% (37 to 73)
– Biology +6% (296 to 313)

3. Pathways Placements: CSU Math and Science
Teachers Serve California’s High Need Schools
55% teach in urban schools
36% teach in schools that have not met their annual API
71% teach in schools with more than half of the students in poverty
90% teach in schools with less than a fully credentialed teaching staff
CSU’s new teachers are contributing significantly to overcoming inequities in
the distribution of math and science teachers.

4. Pathways Strategies for Preparing and Retaining
Well-Qualified Mathematics and Science Teachers
Comprehensive Recruitment
Financial Support and Incentives
Aligned Content and Pedagogical Preparation
Community College Partnerships and Transfer
Collaboration with K-12 Districts in Clinical Teacher Preparation
STEM-Focused Beginning Teacher Support and Induction

5. STEM Teacher Pathways – Models of Success Preparing
High-Quality K-6 Teachers Beginning in Community College
Aligned pathways of STEM content preparation for future elementary teachers
– Seamless progression from 2-year to 4-year campuses
– Articulation of lower-division STEM courses in the two systems
– Will include attention to CCSS and Next Generation Science Standards
California Teacher Pathways with After-School Programs
– 10 participating campuses serving future elementary teachers
– Future teachers work in after-school programs while earning credential
– Participants are from low-income communities and plan to return to them

6. STEM Teacher Pathways – Models of Success
Preparing Middle School Math and Science Teachers
 Foundational Level Math & General Science Credentials: New CSU Teachers
– 351 new Foundational Level Math Teachers in 2011
– 84 new Foundational Level General Science Teachers in 2011
 FLM & FLGS Credentials: Veteran Teachers
– Campus-based and online programs
– Result in second credentials in FLM and FLGS
 FLM & FLGS Credentials: Teachers Affected by Layoffs
– Programs for laid-off teachers with support from Workforce Investment Boards
– Additional programs for new teachers not yet able to secure positions

7. STEM Teacher Pathways – Models of Success
Preparing Future High School Teachers
 Increasing prestige of STEM teaching
– Culture of distinction on CSU campuses
– STEM Teacher and Researcher (STAR) Program
– Math and Science Teacher Initiative (MSTI) Fellows
 Sustained scholarships and financial aid
– NSF Noyce Scholarships and Fellowships
– Business and Industry Scholarships
– Math for America
 Clinical Preparation in partnership with K-12 School Districts
– Alignment of content and pedagogical preparation
– Support for teacher candidates in professional learning communities
– Comprehensive mentoring, supervision, and feedback

8. STEM Teacher Pathways – Models of Success
Addressing Linked Learning
 Linked Learning Lens in Teacher Preparation
– Model conducted in collaborations with ConnectEd
– Prepares high school teachers for Linked Learning and Career Academies
– Linked Learning Lens Network led by San Diego State University
 Pathway begins in Community College and goes through Induction
– Early community college preparation pilot led by Cerritos College
– Pre-service university and credential preparation includes entire secondary faculty
– Induction/BTSA in Wall-to-Wall Linked Learning--Long Beach Unified School District

9. STEM Teacher Pathways – Models of Success
Focused on Induction
 Alternative Induction Pathway (AIP)
– Provides Induction opportunities for teachers affected by layoffs
– Approved by California Commission on Teacher Credentialing
– Successful pilots in Long Beach Unified and Sacramento Unified School Districts
 Results of AIP and Aligned BTSA Innovations
– Development of added expertise as new teachers complete credential
– Focus on priority areas related to K-8 STEM and Linked Learning
– Creation of a continuous, sequential STEM pathway from pre-service to induction

10. CSU STEM Teacher Pathways Recognized as National
Models of Success
CSU’s STEM Teacher Pathways have been recognized for their success by:
 100Kin10 National STEM Teacher Initiative
 Presidential Council of Advisors in Science and Technology (PCAST)
 American Association of Colleges of Teacher Education
 National Association of System Heads
 Association of Public Land Grant Universities

11. STEM Teacher Pathways: From Community College Preparation
Through Induction
Contact Information
Joan Bissell
jbissell@calstate.edu
Beverly Young
byoung@calstate.edu
www.calstate.edu/msti
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12. www.calstate.edu