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.
Bissell young csl_net_stem teacher pathways_092012
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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