The backbone of STEM teaching

U.S. educators and policy makers recently ramped up efforts to establish new math and science standards and supported efforts to revamp curricula and develop new online resources. We need to question whether better tools wielded by a continually replenished supply of novice teachers can deliver the desired education gains in these crucial disciplines.

As it stands, we’re building an edifice of courseware and curriculum without investing in the more crucial infrastructure of a national cadre of experienced and skilled educators who work together to change practice and lead improvement in their schools and beyond their classrooms.

If we want talented young teachers to develop the capacity to get students excited about high-quality science, technology, engineering, and mathematics (STEM) learning, we must recognize that such a goal requires considerable time and effort. If we want teachers to stay in the profession long enough to develop that capacity, we need to support them in developing the agency and autonomy to drive their own professional growth and become stewards of their profession. This kind of agency and autonomy is crucial for making teaching a rewarding and viable career option over the long haul, and attracting and retaining the best and the brightest to the profession.