Improving Teacher Preparation and Credentialing Consistent with the National Science Education Standards -- Copyright -- Contents -- Background -- Synopsis of Symposium Presentations -- THE NEED FOR SCIENTIFICALLY LITERATE TEACHERS -- THE NEED FOR REFORM IN STATE POLICY -- THE NEED FOR REFORM IN TEACHER PREPARATION PROGRAMS -- KEYNOTE ADDRESS: IMPLICATIONS OF THE STANDARDS FOR TEACHER PREPARATION AND CERTIFICATION -- RESPONSE TO DR. FORGIONE -- THE STANDARDS: A GUIDE FOR SYSTEMIC REFORM -- THE STANDARDS: A GUIDE FOR PROFESSIONAL DEVELOPMENT -- Professional Development Standard A: Learning Science Content -- Professional Development Standard B: Learning to Teach Science -- Professional Development Standard C: Learning for a Lifetime -- Professional Development Standard D: Coherent, Quality Programs -- THE MONTANA SYSTEMIC TEACHER EDUCATION PREPARATION PROJECT (STEP) -- THE LOUISIANA COLLABORATIVE FOR EXCELLENCE IN THE PREPARATION OF TEACHERS (CEPT) -- THE CONNECTICUT SCIENCE EDUCATION STATE ASSESSMENT PROGRAM (SESAP) -- REFLECTIONS ON PRE-SERVICE EDUCATION AND TEACHERS' NEEDS -- RESPONSE TO THE TEACHERS' COMMENTS -- A SCIENCE EDUCATOR'S PERSPECTIVE ON TEACHER EDUCATION -- THE ROLE OF UNDERGRADUATE SCIENCE COURSES IN TEACHER PREPARATION -- A PRINCIPAL'S PERSPECTIVE ON THE K-12 SCHOOL'S ROLE IN PREPARING TEACHERS -- A PERSPECTIVE ON THE STATE'S ROLE: MOTIVATION AND POLICY -- CONCERN, COLLABORATION, COORDINATION, AND COMMUNICATION -- Concern -- Collaboration -- Coordination -- Communication -- RESPONSE TO DR. BUTLER KAHLE FROM THE STATE PERSPECTIVE -- Participant Comment -- CLOSING REMARKS AND CHALLENGE FOR NEXT STEPS -- Looking to the Future -- COUNCIL OF CHIEF STATE SCHOOL OFFICERS -- ASSOCIATION FOR THE EDUCATION OF TEACHERS IN SCIENCE -- NATIONAL RESEARCH COUNCIL -- Appendix A Agenda -- Appendix B Action Plans Prepared By State Team Members.

ALASKA'S ACTION PLAN -- Existing Policies and Practices that Support the Standards: -- Existing Policies and Practices in Need of Change: -- Key Players in Implementing Change: -- State Goals for Improving Science Teacher Preparation: -- To Accomplish These Goals, the Following Actions are Planned: -- Within Six Months -- During The Next Twelve Months -- Over The Next Two Years -- By The End of Five Years -- ARKANSAS' ACTION PLAN -- Existing Policies and Practices That Support the Standards: -- Existing Policies and Practices in Need of Change: -- Key Players in Implementing Change: -- Primary Goals for Improving Science Teacher Preparation: -- Secondary Goals for Improving Science Teacher Preparation: -- To Accomplish These Goals, the Following Actions are Planned: -- Within Six Months -- During the Next Twelve Months -- Over the Next Two Years -- By the end of Five Years -- CALIFORNIA'S ACTION PLAN -- Existing Policies and Practices That Support the Standards: -- Existing Policies and Practices in Need of Change: -- Key Players in Implementing Change: -- State Goals for Improving Science Teacher Preparation: -- To Accomplish These Goals, The Following Actions Are Planned: -- Within Six Months -- During The Next Twelve Months -- Over The Next Two Years -- By The end of Five Years -- COLORADO'S ACTION PLAN -- Existing Policies and Practices that Support the Standards: -- Existing Policies and Practices in Need of Change: -- Key Players In Implementing Change: -- State Goals For Improving Science Teacher Preparation: -- To Accomplish These Goals, The Following Actions are Planned: -- Within Six Months -- During The Next Twelve Months -- Over the Next two Years -- By the end of Five Years -- CONNECTICUT'S ACTION PLAN -- Existing Policies and Practices that Support the Standards: -- Key Players in Implementing Change:.

State Goals for Improving Science Teacher Preparation: -- To Accomplish these Goals, the Following Actions are Planned: -- Within Six Months -- During the Next Twelve Months -- Over the Next two Years -- DELAWARE'S ACTION PLAN -- Existing Policies and Practices that Support the Standards: -- Existing Policies and Practices in Need of Change: -- Key Players in Implementing Change: -- State Goals for Improving Science Teacher Preparation: -- To Accomplish these Goals, the Following Actions are Planned: -- Within Six Months -- During the Next Twelve Months -- Over the Next two Years -- By the end of Five Years -- GEORGIA'S ACTION PLAN -- ILLINOIS' ACTION PLAN -- INDIANA'S ACTION PLAN -- Existing Policies and Practices that Support the Standards: -- Existing Policies and Practices in Need of Change: -- Key Players in Implementing Change: -- State Goals for Improving Science Teacher Preparation: -- By the end of Five Years -- IOWA'S ACTION PLAN -- Existing Policies and Practices that Support the Standards: -- Existing Policies and Practices in Need of Change: -- Key Players in Implementing Change: -- State Goals for Improving Science Teacher Preparation: -- To Accomplish these Goals, the Following Actions are Planned: -- Within Six Months -- During the Next Twelve Months -- Over the Next two Years -- By the end of Five Years -- KANSAS' ACTION PLAN -- Existing Policies and Practices that Support the Standards: -- Key Players in Implementing Change: -- State Goals for Improving Science Teacher Preparation: -- To Accomplish these Goals, the Following Actions are Planned: -- Within Six Months -- During the Next Twelve Months -- KENTUCKY'S ACTION PLAN -- Existing Policies and Practices that Support the Standards: -- Existing Policies and Practices in Need of Change: -- Key Players in Implementing Change:.

State Goals for Improving Science Teacher Preparation: -- To Accomplish these Goals, the Following Actions are Planned: -- Within Six Months -- During the Next Twelve Months -- Over the Next two Years -- LOUISIANA'S ACTION PLAN -- Existing Policies and Practices that Support the Standards: -- Existing Policies and Practices in Need of Change: -- Key Players in Implementing Change: -- State Goals for Improving Science Teacher Preparation: -- To Accomplish these Goals, the Following Actions are Planned: -- Within Six Months -- During the Next Twelve Months -- Over the Next two Years -- By the end of Five Years -- MAINE'S ACTION PLAN -- Existing Policies and Practices that Support the Standards: -- Existing Policies and Practices in Need of Change: -- Key Players in Implementing Change: -- State Goals for Improving Science Teacher Preparation: -- To Accomplish these Goals, the Following Actions are Planned: -- Within Six Months -- During the Next Twelve Months -- Over the Next two Years -- MARYLAND'S ACTION PLAN -- Existing Policies and Practices that Support the Standards: -- Existing Policies and Practices in Need of Change: -- Key Players in Implementing Change: -- State goals for improving science teacher preparation: -- To Accomplish these Goals, the Following Actions are Planned: -- Within Six Months -- During the Next Twelve Months -- Over the Next two Years -- By the end of Five Years or 2004 -- MASSACHUSETTS' ACTION PLAN -- Existing Policies and Practices that Support the Standards: -- Existing Policies and Practices in Need of Change: -- Key Players in Implementing Change: -- State Goals for Improving Science Teacher Preparation: -- To Accomplish these Goals, the Following Actions are Planned: -- Within Six Months -- During the Next Twelve Months -- MICHIGAN'S ACTION PLAN -- Existing Policies and Practices that Support the Standards:.

Existing Policies and Practices in Need of Change: -- Key Players in Implementing Change: -- State Goals for Improving Science Teacher Preparation: -- MINNESOTA'S ACTION PLAN -- Existing Policies and Practices that Support the Standards: -- Existing Policies and Practices in Need of Change: -- Key Players in Implementing Change: -- State Goals for Improving Science Teacher Preparation: -- To Accomplish These Goals, the Following Actions are Planned: -- Within Six Months -- During the Next Twelve Months -- Over the Next Two Years -- By the End of Five Years -- MISSISSIPPI'S ACTION PLAN -- Existing Policies and Practices that Support the Standards: -- Existing Policies and Practices in Need of Change: -- Key Players in Implementing Change: -- State Goals for Improving Science Teacher Preparation: -- To Accomplish these Goals, the Following Actions are Planned: -- Within Six Months -- During the Next Twelve Months -- Over the Next Two Years -- By the End of Five Years -- MISSOURI'S ACTION PLAN -- Existing Policies and Practices that Support the Standards: -- Existing Policies and Practices in Need of Change: -- Key Players in Implementing Change: -- State Goals for Improving Science Teacher Preparation: -- To Accomplish these Goals, the Following Actions are Planned: -- Within Six Months -- Within Six Months -- During the Next Twelve Months -- Over the Next Two Years -- NEW YORK'S ACTION PLAN -- Existing Policies and Practices that Support the Standards: -- Existing Policies and Practices in Need of Change: -- Key Players in Implementing Change: -- State Goals for Improving Science Teacher Preparation: -- To Accomplish these Goals, the Following Actions are Planned: -- Within Six Months -- Over the Next Two Years -- By the End of Five Years -- NORTH CAROLINA'S ACTION PLAN -- Existing Policies and Practices that Support the Standards:.

Existing Policies and Practices in Need of Change:.