President Obama Announces Plans for a New, National Corps to Recognize and Reward Leading Educators in Science, Technology, Engineering, and Math
Posted: Tuesday, July 17th, 2012
WASHINGTON, DC — Today, the Obama Administration will announce the President’s plan for the creation of a new, national Science, Technology, Engineering and Math (STEM) Master Teacher Corps comprised of some of the nation’s finest educators in STEM subjects. The STEM Master Teacher Corps will begin with 50 exceptional STEM teachers established in 50 sites and will be expanded over 4 years to reach 10,000 Master Teachers. These selected teachers will make a multi-year commitment to the Corps and, in exchange for their expertise, leadership and service, will receive an annual stipend of up to $20,000 on top of their base salary. The Administration will launch this Teacher Corps with the $1 billion from the President’s 2013 budget request currently before Congress.
President Obama said, “If America is going to compete for the jobs and industries of tomorrow, we need to make sure our children are getting the best education possible. Teachers matter, and great teachers deserve our support.”
Today, the Administration also announced that the President will immediately dedicate approximately $100 million of the existing Teacher Incentive Fund toward helping school districts implement high-quality plans to establish career ladders that identify, develop, and leverage highly effective STEM teachers. With an application deadline of July 27th, over 30 school districts across America have already signaled their interest in competing for funding to identify and compensate highly effective teachers who can model and mentor STEM instruction for their teaching peers, providing those teachers with additional compensation, recognition, and responsibilities in their schools.
These Administration plans build on a key recommendation of the President’s Council of Advisors on Science and Technology (PCAST), calling for a national STEM Master Teacher Corps to recognize and help retain America’s most talented STEM teachers, build a community of practice among them, raise the profile of the STEM teaching profession, and leverage excellent teachers to collaborate with their peers to strengthen STEM education in America’s public schools.
As part of the announcement, Secretary of Education Arne Duncan, White House Domestic Policy Council Director Cecilia Muñoz, White House Office of Science and Technology Policy Director Dr. John Holdren, and PCAST Co-Chair Dr. Eric Lander will meet on Wednesday at the White House with outstanding math and science teachers to discuss efforts to strengthen teaching and learning in science, technology, engineering and mathematics and build up the STEM education profession.
Supporting Master Teachers through Recognition, Respect, and Rewards
Early in his Administration, President Obama called for a national effort to help move American students from the middle to the top of the pack in science and math achievement. The Obama Administration is committed to preparing young people both to learn deeply and think critically in STEM, and to equip them with the knowledge and skills necessary for jobs in the high-growth fields that fuel American innovation.
Improving STEM teaching is a key strategy to reaching this national goal. To meet this critical need, PCAST issued the Prepare and Inspire report, with a key recommendation calling for the creation of a new, national STEM Master Teacher Corps. Master Teachers are classroom-based educators who are highly effective in improving learning outcomes for their students, model outstanding teaching, and share their practices and strategies with their professional colleagues to lead and guide improvements across education. Master teachers know and are deeply interested in their subject, care about improving their craft, and inspire both their students and fellow teachers. PCAST recommended that the STEM Master Teacher Corps become a national resource – a networked community of outstanding public school teachers of STEM subjects who can serve as resources to each other and to other educators in schools and communities nationwide, and who would signal the value of STEM education to America’s future.
In order to ensure America’s students are prepared for success in an increasingly competitive global economy, we must do more to ensure that teaching is highly respected and supported as a profession, and that accomplished, effective teachers are guiding students’ learning in every classroom. The Obama Administration’s 2013 budget includes a new, $5 billion program – the RESPECT Project, which stands for Recognizing Educational Success, Professional Excellence, and Collaborative Teaching – that will boldly re-envision the teaching profession for the 21st Century. Today’s announcements build on the RESPECT project by supporting STEM master teachers as a key strategy to retain and reward our nation’s most accomplished STEM educators, and by enabling them to work in new ways to dramatically improve student achievement. Lifting up America’s teachers is critical to recruiting promising talent, retaining the best, and continuously improving outcomes for students.
A New, National STEM Master Teacher Corps
The President will dedicate $1 billion from his 2013 budget request currently before Congress to launch a new, national STEM Master Teacher Corps.
As part of the RESPECT project, the STEM Master Teacher Corps will be supported by the U.S. Department of Education, and established in collaboration with independent, non-profit organizations and local public-private partnerships between STEM-related businesses and industries and school districts. Key parts of the plan include:
• A rigorous selection of the best and brightest math and science teachers from across the country: The STEM Master Teacher Corps will be established in 100 sites – each with 50 exceptional STEM teachers – and will be expanded over 4 years to reach 10,000 Master Teachers. Accomplished teachers will be selected for the STEM Master Teacher Corps through a highly competitive process, based on demonstrated effectiveness in teaching one or more STEM subjects, their content knowledge, and their contributions to the continuous improvement of teaching and learning both within their schools and across the community of STEM teachers. The selection process will be administered locally or regionally, but aligned to a set of national benchmarks.
• National recognition and rewards, including compensation to keep Corps members in the profession: STEM Master Teacher Corps members will benefit from a professional compensation structure that will make their profession more competitive with alternative careers, keeping the best teachers in the classrooms where they are needed. STEM Master Teacher Corps members will make a multi-year commitment to the Corps and, in exchange for their expertise, leadership and service, will receive an annual stipend of up to $20,000 on top of their base salary. This recognition further raises the prestige of the Corps members, enabling America’s classrooms to attract and secure the best talent in the STEM education profession.
• Corps members as a national resource, for their schools and for other STEM educators: STEM Master Teacher Corps members will be called to serve their profession and the nation, through an ongoing commitment to professional learning. They will build a community of teaching practice where they live, helping students excel in math and science while taking on leadership and mentorship roles in their schools and communities. Corps members will lead ongoing professional meetings and teacher development activities; assist their schools and school districts in evaluating and providing feedback to other teachers; and validate and disseminate effective practices to improve STEM instruction. They will participate in regular convenings to engage in professional development and share best practices; deepen their subject matter expertise; consult with experts in teaching and learning; and improve their instructional leadership and pedagogical content skills.
These efforts will be complemented as well by private sector responses to the President’s call for “all hands on deck” approach to excellence in STEM education, including Google’s commitment to convene education leaders and innovators to develop ideas to recognize, connect, and raise the profile of these STEM master teachers.
Building on Success
Today’s announcements align with the President’s belief that excellent STEM teaching requires both deep content knowledge and strong teaching skills, and his strong leadership in working to improve STEM education:
The President has announced an ambitious goal of preparing 100,000 additional STEM teachers over the next decade, with growing philanthropic and private sector support. This program would provide competitive awards to create or expand high-quality pathways to teacher certification and other innovative approaches for recruiting, training, and placing talented recent college graduates and mid-career professionals in the STEM fields in high-need schools. With the president’s leadership, over 115 organizations, led by Carnegie Corporation of New York and Opportunity Equation, came together to form the coalition “100Kin10” to help reach the President’s goal. These efforts have yielded a $22 million investment from philanthropic and private sectors toward helping to meet the President’s goal.
• Since 1983, the National Science Foundation’s Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST) program has served as the nation’s highest honors for teachers of mathematics and science. Plans are underway to reconfigure PAEMST beyond its current scope to design new opportunities for PAEMST teachers to share their expertise and to continue to grow as professionals. Opportunities may include benefiting from NSF-sponsored international exchanges, collaborating with the research scientists and engineers funded by the NSF, and accessing scientific data and findings from NSF projects for use in their classrooms. These opportunities will allow PAEMST teachers to connect directly with NSF-funded science and education projects, so they can use the latest scientific findings, tools and data in their classrooms and with their colleagues, and even participate in frontier research. Additionally, NSF will help strengthen the cyber networks among the more than 4,000 PAEMST awardees over the past 29 years, and PAEMST awardees will have opportunities to serve as mentors and advisors to the next generation of STEM teachers. In the coming months, NSF will host a series of community forums for input in the design of these new components.
• The only competitive preference priority in the Race to the Top program was for states to develop a high quality plan to improve STEM education at the state level. All twelve awardees in the initial round of this $4 billion program earned points for this priority, and this emphasis was maintained through an additional $200M in funding to seven more states in Phase 3 of the Race to the Top competition.
• The Investing in Innovation (i3) program makes competitive awards to develop, validate, and scale up innovative programs, practices, and strategies that are effective in improving student outcomes. i3 has maintained a priority on promoting STEM education, to support innovative programs with evidence of impact from districts across the country. Next year, funds within i3 will also support the new Advanced Research Projects Agency for Education, which will foster breakthrough developments in educational technology and learning systems.
• In 2009, the President launched Educate to Innovate, a public-private partnership that brings together leading businesses, foundations, non-profits, and professional societies to improve STEM teaching and learning. As part of this effort, the President launched Change the Equation, a CEO-led effort to dramatically improve STEM education by mobilizing the business community to improve the quality of STEM education in the United States. This past February, Change the Equation announced that 24 member companies would expand five effective STEM programs in more than 130 new sites, benefiting nearly 40,000 students nationwide -over half of whom are in low-income schools.
Posted: Tuesday, March 14th, 2017
The pre-publication version of the new California Science Curriculum Framework is now available for download. This publication incorporates all the edits that were approved by the State Board of Education in November 2016 and was many months in the making. Our sincere thanks to the dozens of CSTA members were involved in its development. Our appreciation is also extended to the California Department of Education, the State Board of Education, the Instructional Quality Commission, and the Science Curriculum Framework and Evaluation Criteria Committee and their staff for their hard work and dedication to produce this document and for their commitment to the public input process. To the many writers and contributors to the Framework CSTA thanks you for your many hours of work to produce a world-class document.
For tips on how to approach this document see our article from December 2016: California Has Adopted a New Science Curriculum Framework – Now What …? If you would like to learn more about the Framework, consider participating in one of the Framework Launch events (a.k.a. Rollout #4) scheduled throughout 2017.
The final publication version (formatted for printing) will be available in July 2017. This document will not be available in printed format, only electronically.
Posted: Monday, March 13th, 2017
The 2017 Award Season is now open! One of the benefits of being a CSTA member is your eligibility for awards as well as your eligibility to nominate someone for an award. CSTA offers several awards and members may nominate individuals and organizations for the Future Science Teacher Award, the prestigious Margaret Nicholson Distinguished Service Award, and the CSTA Distinguished Contributions Award (organizational award). May 9, 2017 is the deadline for nominations for these awards. CSTA believes that the importance of science education cannot be overstated. Given the essential presence of the sciences in understanding the past and planning for the future, science education remains, and will increasingly be one of the most important disciplines in education. CSTA is committed to recognizing and encouraging excellence in science teaching through the presentation of awards to science educators and organizations who have made outstanding contributions in science education in the state and who are poised to continue the momentum of providing high quality, relevant science education into the future. Learn More…
Posted: Monday, March 13th, 2017
CSTA is now accepting applications from regular, preservice, and retired members to serve on our volunteer committees! CSTA’s all-volunteer board of directors invites you to consider maximizing your member experience by volunteering for CSTA. CSTA committee service offers you the opportunity to share your expertise, learn a new skill, or do something you love to do but never have the opportunity to do in your regular day. CSTA committee volunteers do some pretty amazing things: Learn More…
Posted: Monday, March 13th, 2017
by Marian Murphy-Shaw
If you attended an NGSS Rollout phase 1-3 or CDE workshops at CSTA’s annual conference you may recall hearing from Chris Breazeale when he was working with the CDE. Chris has relocated professionally, with his passion for science education, and is now the Executive Director at the Explorit Science Center, a hands-on exploration museum featuring interactive STEM exhibits located at the beautiful Mace Ranch, 3141 5th St. in Davis, CA. Visitors can “think it, try it, and explorit” with a variety of displays that allow visitors to “do science.” To preview the museum, or schedule a classroom visit, see www.explorit.org. Learn More…
Posted: Monday, March 13th, 2017
by Joseph Calmer
Probably like you, NGSS has been at the forefront of many department meetings, lunch conversations, and solitary lesson planning sessions. Despite reading the original NRC Framework, the Ca Draft Frameworks, and many CSTA writings, I am still left with the question: “what does it actually mean for my classroom?”
I had an eye-opening experience that helped me with that question. It came out of a conversation that I had with a student teacher. It turns out that I’ve found the secret to learning how to teach with NGSS: I need to engage in dialogue about teaching with novice teachers. I’ve had the pleasure of teaching science in some capacity for 12 years. During that time pedagogy and student learning become sort of a “hidden curriculum.” It is difficult to plan a lesson for the hidden curriculum; the best way is to just have two or more professionals talk and see what emerges. I was surprised it took me so long to realize this epiphany. Learn More…