Higher Education Recomendations
Preamble

At this time, all aspects of public education are under scrutiny in our nation, and Connecticut is no exception. The Connecticut Academy for Education in Mathematics, Science, and Technology, Inc. (the "CT Academy"), serves as an advocate for educational excellence and as a coordinator of efforts to attain educational excellence, focusing on mathematics, science, and technology.

As one facet of its work, the CT Academy cooperates with the Connecticut State Department of Higher Education (CSDHE) and the Connecticut State Department of Education (CSDE) in helping to make the teacher-preparation programs in the state optimally effective in ensuring the preparation of a top-flight corps of teachers. This goal is broad and complex, and the CT Academy's role is restricted to the portions of this goal directly relevant to mathematics, science, and technology.

Amidst all the debates and controversies in education, one principle is certain: performance rises when students are actively engaged with the material. When students are active, inquiring learners, rather than passive recipients of instruction, they learn more, retain it longer, understand it more deeply, can apply it more effectively, and experience the excitement of exploration and discovery.

This means that teachers and their mentors must themselves have a solid knowledge of their subjects, and a full understanding of what it means to learn through active, inquiring engagement. In higher education, two- and four-year college professors need to model exemplary pedagogy and curriculum. Changing pedagogical practices in higher education is a necessary condition for changing pedagogical practices in our schools. Pre-service teachers should experience in their own preparation for the profession a diversity of teaching styles that address a diversity of learning styles.

Most recently, the Third International Mathematics and Science Study (TIMSS), the largest international study ever undertaken of how students perform in mathematics and science, clearly demonstrates that United States education needs to continue to focus on what is taught, how teachers are prepared, how classes are conducted, and what is demanded of students.

Connecticut's Institutions of Higher Education (IHE) that prepare new teachers, and that provide graduate-level teacher and administrator programs, now have a significant window of opportunity to improve teaching and learning. Connecticut's K-12 teachers and building principals are among the most mature in the country. It is anticipated that approximately 40% of the existing educational workforce will leave Connecticut's classrooms by 2005. These facts, coupled with the enormous amount of material available through the national and state Standards, present a consequential opportunity for the colleges and universities to improve mathematics and science education for decades.

Recognizing the significance of this opportunity, the CSDHE and the CT Academy formed a Task Force of higher education faculty and administrators. The Task Force was asked to review all relevant national and state mathematics and science educational documents to gain a thorough familiarity with the "best practices" literature and research in teacher preparation and professional development. The Task Force was charged with developing recommendations for the preparation of elementary, middle, and secondary mathematics and science teachers that are comparable to or surpass the spirit of the Standards. Finally, the Task Force was asked to include recommendations for more closely connecting the baccalaureate preparation of K-12 teachers with the two-year Beginning Educator Support Training (BEST) program and Connecticut's thirty-hour course work beyond the baccalaureate requirement for a Professional Educator's License.

The Task Force began meeting in October 1996. Members received copies of Standards documents, discussed Connecticut IHE teacher preparation programs, and participated in discussions with CSDE representatives responsible for teacher certification, new teacher assessment, and K-12 mathematics and science curriculum and instruction programs. Initial investigation focused on "How can Connecticut IHE ensure that new teachers have a Standards-based preparation?" This general question led to two specific ones: What field activities and methodology should a pre-service teacher experience?, and What changes in the content and delivery of core mathematics and science courses are necessary?

In its work, the Task Force affirmed the national Standards in mathematics and science as the primary source documents for Standards-based curricular change and as outlines of what mathematics and science teachers should be able to teach. The Connecticut state standards outline the expectations for student mastery and baseline requirements for teacher performance. It is the Task Force's intention that these documents be considered in conjunction with its Recommendations.

The Task Force recommends that all Connecticut IHE that prepare new teachers or provide professional development programs review the following seven Recommendations for the preparation of elementary, middle, and secondary school teachers in mathematics and science. It is the Task Force's hope that the seven Recommendations will offer useful guidelines for the delivery of pre-service teacher preparation which exceed the baseline standards of existing certification requirements, defining a new vision of excellence.

The higher education community must initiate, encourage, and support change. Achieving the vision embodied in these Recommendations is a complex and significant process. Since many students begin their college education at the community-technical colleges, it is important that all Connecticut IHE cooperate and collaborate in addressing these challenges. Success in this endeavor will enhance the profession of teaching and foster high standards of performance for both the teacher and the student.

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