* Beyond100K Partner Commitments

	A	B
1	Organization	Commitment
2	AISES (Advancing Indigenous People in STEM)	By 2029, AISES will support 250 STEM teachers to cultivate classrooms of STEM belonging for Native American students. We will do this by implementing professional development programming such as our Indigenous Knowledge to Grow Successful STEM Teachers program , which will establish a graduate-level professional development course in partnership with Fort Lewis College. These efforts will build the capacity of and increase teacher retention among Indigenous STEM teachers and teachers of Indigenous students to increase educators’ abilities to provide culturally appropriate and effective instruction and supports to Indigenous students, which will ultimately increase Indigenous students' STEM academic performance and college and career readiness.
3	Belmont University	By 2030, Belmont University will prepare 100 new PreK-12 educators in the STEM disciplines, with a particular focus on underrepresented populations and candidates of color, at least 75% of whom will demonstrate excellence in the classroom (as evidenced by evaluations of instructional practice), remain in the classroom for at least 8 years, and serve as enthusiastic ambassadors for the STEM fields. In addition, Belmont University will expose at least 150 high school students (primarily low-income, first generation, underrepresented, and/or students of color) to rigorous college-level STEM instruction, including in the sciences, data analytics, computer science, and/or statistics through dual enrollment summer programming.
4	Call Me MiSTER	Over the next five years, Call Me MiSTER Program will recruit and prepare 340 Black, Latinx, and Native American STEM teachers. To do this, we will partner with each of the local school districts within the geographical location of each University in our network. Each student will be afforded a tuition assistance package to pursue the STEM pathway as an educator. This will lead to a strategic and intentional grow-your-own plan in each local setting.
5	Colorado Department of Labor and Employment	By 2029, the Colorado Department of Labor and Employmentâ€™s Teacher Externship Program will support at least 300 K-12 educators in cultivating STEM-inclusive classrooms, with a focus on the needs of Black, Latinx, and Native American students. Through externships that provide hands-on professional learning experiences in high-growth, high-demand STEM workplace environments, teachers will gain a deeper understanding of industry practices. This knowledge will enable them to deliver more relevant content to students, better preparing them for meaningful careers in STEM-related fields. Over five years, these teacher externships will impact the learning of at least 30,000 students.
6	Idaho STEM Ecosystem	By 2029, the Idaho STEM Ecosystem is committed to preparing 800 STEM teachers with 40% serving in rural schools primarily attended by Black, Latinx, and Native American students. Central to our strategy are regional hub coordinators who, as local experts, will provide crucial support to school districts, facilitating professional development and fostering community connections. We will strengthen teacher preparedness by forging partnerships with industry professionals, equipping educators with resources aligned to current and future workforce needs. Our Community Platform will serve as a robust online space for STEM teachers, offering extensive resources and networking opportunities beyond direct EcosySTEM programs. Furthermore, we will advocate for the importance of STEM professional development tailored for teachers serving minority communities, engaging administrators and district personnel to increase awareness and participation in relevant courses and opportunities. Through these initiatives, we aim to empower STEM educators across Idaho to effectively engage and inspire students in underrepresented communities, advancing inclusive and impactful STEM education statewide.
7	James Madison University	Over the next five years, James Madison University's College of Education will increase the number of STEM elementary and secondary teachers, especially Black, Latinx, and Native American teachers as well as teachers from other underrepresented and underserved groups by 10%. To do this we will develop and implement a recruitment and retention plan while preparing teacher candidates to engage in caring, equitable, ambitious science teaching. This will lead to an increased number (20) of Black, Latinx, and Native American STEM teachers at all levels of schooling who better represent the students they are teaching as well as to increase the number of STEM teachers.
8	National Council on Teacher Quality	By 2029, the National Council on Teacher Quality will drive improvements in the teacher pipeline, compensation structures, and state teacher data systems in order to make specific policies and resource allocations that will help recruit and retain teachers, with a focus on the needs of Black, Latinx, and/or Native American students through lifting up best practices in teacher preparation to diversify the candidate pool, share how states and district use strategic pay to attract and reward STEM educators, and model how states can build data systems that help predict their future teacher workforce needs. As a result of these efforts, preparation programs, districts, and states will implement policies and practices that will attract and retain a strong, diverse workforce, and students will experience an inclusive environment where they will love learning and be able to achieve their own life goals. This will impact learning by reducing the number of schools with high percentages of students of color reporting they had STEM vacancies and student achievement in math and science increasing for all students, but particularly for Black, Latinx, and Native American students.
9	Prepared To Teach	Prepared to Teach will develop a specific focus on recruiting, preparing, and retaining STEM educators from diverse backgrounds to teach in Black, Latinx, and Indigenous communities, aiming to raise STEM applicants from diverse backgrounds by 10%. By 2029, we will develop a statewide STEM teacher policy focus in at least two states, bring five committed partners who directly prepare teachers into the network, and document successful STEM teacher pathways in preparation programs and school systems. We will accomplish this by conducting national workshops for educator preparation programs, districts, and state policymakers, providing them with insights from leaders in the movement for paid teacher residencies, which can increase access for STEM teachers from diverse backgrounds; expanding our resources to include STEM teacher recruitment guides and suggested language for state policy; and facilitating relationships between our existing educator preparation program partners and Beyond100K. From confidence to graduation rates, paid teacher residencies have profound, generational impacts on communities. Our national network is excited to continue the work of expanding the pathway and ensuring each resident is prepared to teach!
10	Teacher Quality and Retention Program (TQRP)/Thurgood Marshall College Fund (TMCF)	"Over the next five years, Thurgood Marshall College Fund (TMCF) will recruit and prepare a minimum of 500 Black teachers to be proficient in STEM education delivery. To do this we will recruit and provide professional development in STEM education to HBCU-educated pre-service and in-service teachers for our Teacher Quality and Retention Program (TQRP). TMCF also will continue its intentional focus on Black Male Teachers by recruiting in-service Black male teachers to participate in its program. This will lead to elementary teachers in PK-5 becoming proficient in STEM educational techniques, and middle and secondary school STEM teachers becoming proficient in pedagogical techniques to ensure they are able to delivery the STEM content effectively. TMCF's TQRP also will provide professional development to support Black teacher social-emotional well-being, which is critical to teacher retention. TMCF also will periodically engage TQRP participants in order to adapt the program to their evolving needs, to ensure teacher retention and success. The majority of in-service TQRP Fellows teach in Title I schools and impact minority children, while the majority of pre-service TQRP Fellows seek to enter careers in Title I schools. In turn, teach elementary school teacher will impact a minimum of 30 students per year, and upper level teachers will impact at least 50 students annually."
11	Teachers Supporting Teachers	Over the next five years, TST will retain 90% of PK-12th grade BIPOC educators, including those supporting STEM subjects, with a focus on serving BIPOC students through intentional recruitment to historically under-resourced schools. Through our programming, we invest in a diverse cohort of teacher leaders by energizing and empowering their leadership abilities. This includes access to 1:1 Coaching, a year-long leadership-focused roundtable series, and a cohort of connected educators who are working on similar goals. As a result, ~40 educators will continue, from year to year, to serve as a teacher in a PK-12 classroom. This will impact learning for ~14K PK-12 students per year.
12	Texas Woman's University	Over the next five years, Texas Woman's University and the School of the Sciences will support the recruitment of STEM educators into educational preparation programs by increasing STEM engagement and cultivating a sense of belonging in STEM majors through the development of their STEM identity. This will be achieved by expanding STEM opportunities such as developing new majors, fostering research clusters, and hiring additional faculty. As a result, more STEM undergraduates will see a pathway to STEM education as a viable and desirable career, leading to a significant increase in the number of STEM majors who become educators teaching in 9-12 classrooms. Specifically, we will increase the number of STEM educators from 7 in 2024 to 14 in 2029.
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