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.

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.

Designing Elementary Teacher Education to Prepare Well-Started Beginners
This paper describes a programmatic reconceptualization of teacher education to prepare novice teachers who are positioned to do the complex work of teaching from the moment they have classrooms of their own. The elementary teacher education program at one university is used as an example case to demonstrate pivotal decisions made in the redesign effort and to depict challenges faced and solutions implemented. Three pillars provide the foundation for this redesign: teaching practice, content knowledge for teaching, and professional ethical obligations. The program's efforts with regard to each of these is described. The authors explore the challenges they have faced and describe how the development of conceptual and practical supports such as foundational frameworks, social structures, and programmatic approaches to design have been central in addressing those challenges.

Framework for Leading Next Generation Science Standards Implementation
Framework for Leading Next Generation Science Standards Implementation Suggested Citation Stiles, K., Mundry, S., and DiRanna, K., (2017). Framework for Leading Next Generation Science Standards Implementation. ...

Pedagogical Content Knowledge Institutional Landscape Analysis
A tool that Teacher Preparation Programs can use to analyze the extent to which their programs prepare future teachers in the PCK for STEM teaching

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.