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.

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.

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.

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.

10 Key Questions University Leaders Should Ask about Quality Science and Mathematics Teacher Preparation: Implementation Strategies from The Analytic Framework
The Analytic Framework is an ordered classification of strategies along a continuum of teacher development from recruitment to preparation to induction to professional development (Coble, 2012; Coble et al., 2012). In this paper, the Ten Key Questions from the work of Presley and Coble are mapped to the current strategies contained in the Analytic Framework. This concordance provides campus and program leaders a more specific assessment of what their individual campuses and programs might do (and might already be doing) to provide a positive response to the key questions and build a plan to continually improve the quality of their science and mathematics teacher education program.

Effective Science Instruction: What Does Research Tell Us?
Science education has received renewed attention in the United States in the last several decades, with calls for a scientifically literate citizenry in this increasingly technological society. Science for All Americans (American Association for the Advancement of Science, 1989) laid out a vision describing the knowledge a scientifically literate person would have. This vision was further elucidated in Benchmarks for Science Literacy (American Association for the Advancement of Science, 1993) and National Science Education Standards (National Research Council, 1996). These documents reflect a fairly broad consensus within the science education community of what scientific knowledge students should be expected to learn as they progress through grades K–12.

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.

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

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.

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.