Initiative aims for 100,000 new STEM teachers

From staff and wire reports
December 5th, 2011

The 100Kin10 movement aims for 100,000 new STEM teachers in 10 years.

A new national movement aims to increase the supply of math and science teachers and retain excellent teachers currently in U.S. classrooms by preparing 100,000 new math and science teachers over the next 10 years.

Led by Carnegie Corporation of New York, Opportunity Equation, the NewSchools Venture Fund, and the S.D. Bechtel Jr. Foundation, the 100Kin10 initiative was sparked by President Obama’s 2011 State of the Union speech, in which he called for an increase in the number and quality of science, technology, engineering, and math (STEM) teachers, and by the impending retirement of thousands of STEM teachers over the next few years.

100Kin10 is a growing partnership unified by the goal of preparing all students with the high-quality STEM knowledge and skills needed to address national and global challenges. Partners are invited to apply their particular assets to address the challenge of recruiting and retaining excellent STEM educators strategically and creatively.

“The partners are tackling the president’s challenge from three directions: by increasing the supply of excellent STEM teachers; by developing and supporting STEM teachers so that our schools retain excellent talent, thereby reducing the need for new teachers; and by building the movement so that the quest for 100,000 excellent STEM teachers can succeed,” said Michele Cahill, co-chair of the Opportunity Equation and vice president for national programs at the Carnegie Corporation of New York, which is coordinating the funders’ collaborative.

“But these efforts alone, though significant, are not equal to the challenge. We need others with the demonstrated ability to develop outstanding teachers and to build this movement to join us.”

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6 Responses to “Initiative aims for 100,000 new STEM teachers”

December 5, 2011

Well…, if STEM teachers are in such high demand, which they are and will be for the foreseeable future, how does our President all the way down to local school boards intend to pay them more? If our polticians and businessmen and women want to model our schools more like a business, then it is time to implement the tride-n-true law of supply and demand.

    Well, pay is one part of the equation, but, from my perspective it’s not as important as (1) classroom autonomy, and this includes providing teachers with the space and time to craft quality lessons; and (2) a fundamental change in the cultural and institutional view that computer science, engineering, etc., are “elective” courses and are therefore the first to be dumped when the next set of standardized tests rolls around … oh, and on that last point, dump standardized tests as a way of measuring anything.

    I cannot over-emphasize point (2); otherwise, you will not get any talented people to sign-on to the profession … why would someone devote the time and suffer the outrages of getting into a school system only to spend most of their efforts recruiting and retaining students, and fighting peer misconceptions?

    As things stand (at least in my school, where I’ve been for the last ten years): quality courses, such as computer science where mathematics, logic, formal languages and design are fused in an authentic learning environment that emphasizes real-world work habits, are systematically undermined by the administration, and are treated as pure electives by students and parents —this last group demanding that their brilliant offspring be given A’s because they’re taking your elective course.

December 5, 2011

Hopefully this is not at the expense of English, History, Civics, the arts etc. We need critical thinkers and citizens well versed in our history and democratice system of government. This is all being lost.

In order to attract and retain your talented STEM teachers schools need to give them the time necessary to develope the involved lessons, class time to carry out the lessons and an increase in salary. Not to say that STEM is more important than English by any means, but talented STEM teachers move to higher paying positions. Students would not be able to write lab reports with out English, but I do feel the lessons for STEM enducation require more time. STEM teachers also have a lot of equipment and labs to set up and take down that require alot of extra time and should be justification for extra plan time.

If it’s STEM, then let it be STEM. If it’s only Science and Math, then call it S&M. It is curious that I did not even have the option of declaring my actual teacher subject area, technology education. As a technology teacher (not just computers) and participating member of professionals that initiated technology education as a new educational discipline/subject in American Schools in 1984 and a consistent participant as a technology education professional for over 25 years, I am offended. Why can’t your group or many others for that matter realize that STEM consists of FOUR components/ subjects. There are national standards for the study OF technology (Technology for All Americans) There is the International Technology and Engineering Educators Association. There are the MAJORITY of results of a google search for the definition of technology that communicates its true meaning, “the branch of knowledge that deals with the creation and use of technical means and their interrelation with life, society, and the environment, drawing upon such subjects as industrial arts, engineering, applied science, and pure science.”

Get it right folks and stop the ignorance!!!