Clinical Practice Landscape Analysis Rubrics
Teacher educators can use this rubric to analyze the extent to which their teacher education (TE) programs currently reflect research-based components of effective clinically-oriented, practice-based teacher preparation, as well as identify aspects of clinical practice where their program would like to improve. This rubric contains 35 indicators organized into seven components of effective clinical practice in TE programs.

Webinar: Introduction and Overview of the NextGeneration of STEM Teacher Preparation in Washington State (NextGen WA) project
This informal, interactive webinar will provide an overview of the NextGen-WA project. We will cover the goals, anticipated outcomes, structure, and timeline for the project in preparation for getting the project underway.

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.

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.

Puget Sound school districts are trying to recruit - and keep - more teachers of color. Here's how.
Seattle, Bellevue and Highline school districts have launched ambitious efforts to recruit more teachers who represent the backgrounds of their students. But these glimmers of hope could be blunted if challenges around retention persist.

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.

Testing Barriers in Washington State report
A report explaining why the WEST-B, WEST-E, and NES testing requirements are barriers to students, particularly students of color, pursuing teaching degrees.

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.

Recruiting Teachers in High-Needs STEM Fields: A Survey of Current Majors and Recent STEM graduates
The United States faces persistent shortages of appropriately trained middle and high school STEM teachers in high-needs fields, particularly physics, chemistry, and computer science. The American Physical Society, American Chemical Society, Computing Research Association, and Mathematics Teacher Education Partnership surveyed over 6,000 current and recent majors in our disciplines. Our goals were to: *Investigate the attitudes and opinions of undergraduate majors and recent graduates from high-needs STEM fields towards teaching. *Identify incentives that are both feasible and likely to be effective based on the responses of students showing some interest in teaching. *Develop recommendations for the professional societies and disciplinary departments.

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.