Scientific and Engineering Practices in K-12 Classrooms: Understand a Framework for K-12 Science Education
In this article, Rodger W. Bybee presents the science and engineering practices from the recently released A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (NRC 2011).

Constructing 21st-Centruy Teacher Education
Much of what teachers need to know to be successful is invisible to lay observers, leading to the view that teaching requires little formal study and to frequent disdain for teacher education programs. This article argues that we have learned a great deal about how to create stronger, more effective teacher education programs. Three critical components of such programs include tight coherence and integration among courses and between course work and clinical work in schools, extensive and intensely supervised clinical work integrated with course work using pedagogies that link theory and practice, and closer, proactive relationships with schools that serve diverse learners effectively and develop and model good teaching. The article also urges that schools of education should resist pressures to water down preparation, which ultimately undermine the preparation of entering teachers, the reputation of schools of education, and the strength of the profession.

Standards for Preparation and Professional Development for Teachers of Engineering
This resource describes best practices needed to integrate engineering into teacher preparation programs.

What is engineering? Elaborating the nature of engineering for K‐12 education
What is engineering? What do engineers do? How is engineering related to, but distinct from, science? These questions all relate to the nature of engineering (NOE), and as engineering is incorporated into K‐12 education across the United States, the NOE is becoming increasingly important for students and teachers. This paper presents key dimensions of the NOE via a framework synthesized from studies of the engineering discipline from philosophical, historical, and sociological perspectives, as well as perspectives from within the engineering field.

The NAE Grand Challenges for Engineering
With input from people around the world, an international group of leading technological thinkers were asked to identify the Grand Challenges for Engineering in the 21st century. Their 14 game-changing goals for improving life on the planet, announced in 2008, are outlined here. The committee suggested these Grand Challenges fall into four cross-cutting themes: SUSTAINABILITY, HEALTH, SECURITY, and JOY OF LIVING.

Transforming Teacher Education Through Clinical Practice: A National Strategy to Prepare Effective Teachers
To prepare effective teachers for 21st century classrooms, teacher education must shift away from a norm which emphasizes academic preparation and course work loosely linked to school-based experiences. Rather, it must move to programs that are fully grounded in clinical practice and interwoven with academic content and professional courses. This demanding, clinically based approach will create varied and extensive opportunities for candidates to connect what they learn with the challenge of using it, while under the expert tutelage of skilled clinical educators. Candidates will blend practitioner knowledge with academic knowledge as they learn by doing. They will refine their practice in the light of new knowledge acquired and data gathered about whether their students are learning.

Assignment rules and lookup
An interactive table of course names and endorsements that would be counted as "in assignment" for teaching each course. Created and maintained by the Professional Educator Standards Board (PESB).

Guidelines and Norms for Workshops/Professional Development
A brief guideline for creating NextGen STEM Teacher Preparation workshop or professional development experiences.

MORE for Teachers: A Program for Science Teacher Preparation
This article summarizes how a group of undergraduate regional university faculty built a program for rigorous and research-based science teacher preparation at the elementary level—namely, the "Model of Research-Based Education for Teachers" (MORE for Teachers). First, we discuss the research upon which the program is built: (1) a preparation infrastructure that includes rigorous content, focused teaching methods, and integrated field experiences with an emphasis on quality mentoring from cooperating teachers and (2) a conceptual framework for how people learn science. Next, we describe how our science teacher education program is grounded in these two research-driven strands. The article concludes with a description of a 5-year longitudinal study, funded by the National Science Foundation, that is researching the impact of these components of effective science teacher preparation.

Effective STEM Teacher Preparation, Induction, and Professional Development
Offering a high quality education to all U.S. students and building the educational system to support their teachers are topics of much concern and investment, passion and critique. Teacher quality is at the core of those ardent discussions, with calls for the reform and critical review of teacher preparation, induction, and professional development programs.