Support proposed for new science teachers

FAIRFAX, Va., Sept. 11 (UPI) -- George Mason University's New Science Teachers' Support Network has outlined the most vital support needed for new uncertified U.S. science teachers.

The researchers said an increasing number of teachers with science degrees, but little training in education or teaching experience, are being hired. And without proper support, 66 percent of such new teachers will quit within three years.

Network researchers determined students enrolled in the classes of teachers who received the support of in-class mentors -- retired science teachers -- and completing a science teaching course performed significantly better on standardized tests and had better science grades than students enrolled in the classes of a comparable set of new science teachers not receiving in-class support mentoring or a science methods course.

"Teachers have a daunting task. They must be instructional leaders, curriculum and assessment experts, special needs advisers, cheerleaders, educational visionaries and change agents," said Donna Sterling, founder of the network. "Growing expectations for teachers to successfully teach a broad range of students with different needs and steadily improve achievement mean classrooms and teaching typically must be redesigned rather than merely continuing as in the past."

Additional information is available at http://cehd.gmu.edu/crest/researchprograms/nstsn/.