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Please note this document lists current Beyond100K partners and their commitments, organized by type of commitment. The six types of commitments include: Teacher Preparation (starting at row 3), Teacher Hiring and Retention (row 44), Teacher Representation (row 84), Student Belonging (row 117), Teacher Belonging (row 169), and Field-Building (row 193). Partners that made more than one commitment are listed multiple times across multiple types.
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Network Partner Commitments
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Teacher Preparation Commitments
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Achieving Student Success through Excellence in Teaching (ASSET) Inc.This organization's public commitment is forthcoming
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Alder Graduate School of EducationBy 2027, Alder GSE has plans to prepare more than 900 STEM educators by expanding the number of school districts and organizations that we bring on as partners and prioritizing engaging districts and organizations that focus on achieving equitable outcomes and social justice. Alder GSE aims for 100% of their STEM teachers to be well-prepared to serve in schools that primarily serve Black, Latinx and/or Native American students by designing the scope and sequence of their coursework in a manner to provide residents with opportunities to explore schooling issues around power, privilege, oppression, diversity, equity, and inclusion (DEI) and identity. All courses are required to have common threads of DEI; culturally responsive, relevant, and sustaining teaching practices embedded within them. 95% of the school districts and charter school organizations where residents are placed serve majority Black, Latinx, and/or Native American students. The combination of coursework focused on issues of equity, social justice, power, and positionally with training in schools where the majority of students are marginalized will better prepare our teachers to serve those students and their communities.
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Breakthrough CollaborativeBy 2027, Breakthrough Collaborative aims to double the number of Teaching Fellows placed nationwide. They will recruit 6,250 Teaching Fellows across their school year and summer programs with 25% of the Fellows teaching STEM. Breakthrough Collaborative aims to increase the number of STEM teachers completing the program over the next five years by increasing our recruitment presence through local and nationally targeted outreach, university/college partnerships, and our alumni network.
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California State University, Office of the ChancellorBy 2027, we will prepare 7,500 new elementary and secondary STEM teachers (on average 1,500 teachers annually) that are racially diverse, committed to teaching in high-needs schools, and knowledgeable of effective instructional strategies.
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Colorado Education InitiativeCEI will partner with CYC to recruit AmeriCorps members doing their first, second, or third year of service to join the teacher pipeline by giving them the tools and resources needed to find the best pathway for them. CEI aims to see an increase in interest of members joining the teacher pipeline throughout the school year.
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Dept. of STEM Education, Northern Arizona UniversityNorthern Arizona University, Department of STEM Education will increase the number of Native American and Latinx secondary STEM teachers graduating from our undergraduate and graduate teacher education degree programs by 30% over the next five years for a total of 184 teachers prepared. We will use targeted recruitment strategies to attract more Native American and Latinx candidates to our teacher education degree programs. We will collaborate with the NAU Office of Native American Initiatives to recruit more Native American students to our teacher education degree programs. To recruit more Latinx students to our teacher education degree programs, we will collaborate with the NAU statewide HSI Advisor to the Provost, to advertise our degree programs to Latinx students.
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Educational Service District 112 - Student and School SuccessEducational Service District 112 in Southwest Washington commits to recruit and train 65 STEM teachers through internal credentialing programs. By 2027, ESD 112 will work to ensure the demographics of teachers prepared will match the demographics of the students served. To do this, ESD 112 will partner directly with community affinity organizations, host events for families and students to learn more about career pathways in education and provide financial aid and training opportunities for prospective teachers. ESD 112 will also work to create conditions and enact policies that support increasing diversity of the teaching profession. Lastly, ESD 112 will partner with 30 school districts to create Education Career Readiness events that reach 50 high school students each year, particularly high school students who identify as students of color and students from rural communities.
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EnCorps, Inc.By 2027, EnCorps will recruit 1000 STEM professionals to transition to teaching into high needs schools. The State of California has awarded EnCorps funding to assist in our capacity to expand our program and recruitment reach--expanding our focus from Los Angeles, the Greater Bay Area and San Diego counties to include where we expect demand will increase: Riverside, San Bernardino, Sacramento, San Joaquin and Kern counties. We focus our recruitment and selection of high quality STEM professionals, our preparation, professional development and 100% of our placement of these professionals as pre-service teachers in schools with traditionally underserved student populations. The average demographics in our partner schools are 75% Hispanic, 7% African-American, 8% White, 8% Asian, and 2% other; 77% are not represented in higher education; 16% are ELL learners; and only 30% achieve math proficiency. Our vision is that all students regardless of socioeconomic status have a strong STEM foundation to help them navigate and be successful in an increasingly complex world.
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Fort Hays State UniversityBy 2027, Fort Hays State University will prepare a total of 1895 STEM educators focusing on the needs of rural schools. To do this, we will work closely with community colleges situated in rural communities, with an emphasis on Latinx and Black students, to provide information about becoming a STEM Teacher (e.g. Get Out the Facts, locally produced marketing items). The goal is to bring teacher candidates to the university, prepare them for STEM teaching, and provide support for teaching in a rural area. We will also work with a regional service center in southwest Kansas to connect directly with K-12 schools to identify potential community members with an interest in STEM teaching and develop placement and retention strategies for program completers.
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Fresno Unified School DistrictFresno Unified is committed to providing highly effective teachers for every classroom where students thrive. By 2027, Fresno Unified will recruit, train and employ a total of 483 teachers in elementary, secondary and special education with an emphasis on increasing staff that reflects the diversity of the community we serve. All aspiring teachers will participate in a Summer STEAM Camp. Throughout the STEAM Camp experience, participants will engage in daily co-planning, professional learning communities, and ongoing coaching support to strengthen teacher agency and efficacy through feedback. Fresno Unified will recruit and train a total of 500 High School Students to participate in the Teacher Academy which has a focus of teaching Science to elementary students.
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Internationals Network for Public SchoolsInternationals Network for Public Schools commits to prepare and develop the skills and mindsets of STEM teachers to support recently arrived immigrant and refugee multilingual students: By 2027, we plan to prepare and support 300 secondary math and science teachers, all of whom will teach in schools that serve multilingual students who are newly arrived to the country. Our impact will be measured by the sense of belonging that students express as indicated in environment surveys, the fidelity with which STEM curriculum adheres to best practices for supporting multilingual learners (including heterogeneity and collaboration, experiential and project-based learning, language and content integration, and localized autonomy and responsibility), as well as credit accumulation and the achievement of students on portfolio-based assessment systems.
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Kansas City Teacher ResidencyKCTR will increase the number of STEM teachers (39 total) that complete our program over the next five years by effectively recruiting, preparing, and retaining individuals who are seeking to be certified in STEM. KCTR strategically partners with schools in communities that are committed to serving Black and Latinx communities. With that in mind, KCTR will train and ultimately place graduates of the residency program in these schools.
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Kansas State UniversityBy 2027, we will specifically prepare future teachers with the dispositions, mindsets, skills, and depth of understanding necessary to help young people feel a sense of belonging in STEM classrooms. Preservice teachers will complete redesigned methods and practicum experiences to develop their ability to implement dispositions of belonging among Black, Latinx, Native American, and students with disabilities in STEM courses. Through these experiences, future teachers of science (K-12) will create a pipeline for the next generation of Black, Latinx, and Native American teachers of STEM. Measurements will include students’ perceptions of a sense of value and fit within the STEM classroom. Over the next five years, this impact will also be measured in the number of Black, Latinx, and Native American students entering our teacher preparation programs.
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Loyola Marymount University School of EducationLoyola Marymount University is committed to recruiting, retaining and supporting BIPOC educators in California to ensure that students in LA and across the state have educators who reflect their identity. LMU is working with the Consortium of Charter Schools in LA to build a residency pathway focused on diversifying the educator workforce in LA and hopes to recruit and retain 90 residents by 2027 that primarily serve the BIPOC communities of LA and primarily identify as BIPOC educators.  In addition, LMU is working with Teach For America- Los Angeles as a certification partner to certify educators in high-need placements like STEM.  This partnership has emphasized recruiting BIPOC STEM educators to serve in high-need LA schools. LMU is committed to providing $5 million in scholarship by 2027 support to ensure that certification is a realistic option for educators who are coming from low-income backgrounds supporting both teacher recruitment and retention in LA.  Lastly, recognizing the critical role that education leaders play in fostering student and educator belonging for educators and students of color, LMU has built a partnership with the Diversity in Leadership Institute (DLI) to recruit 180 education leaders by 2027, 100% of whom identify as people of color and to provide supports to these exceptional leaders to foster environments of belonging in the schools and systems they lead both for BIPOC students and BIPOC educators in their school and district communities.
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Loyola University ChicagoWe commit to increase the number of STEM teachers that complete our program, preparing 150 STEM teachers over the next 5 years by promoting the addition of science and math middle grades endorsements amongst elementary and secondary teacher candidates. We commit to increasingly prepare teachers for schools that currently face the greatest shortages by deepening our existing school partnerships that serve Title 1 students and families through regular meetings with school partners to review how our field-based approach to teacher education can be more mutually beneficial to these partner schools and communities.
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New Jersey Center for Teaching and Learning (NJCTL)By 2027, 325 NJ teachers will complete a STEM content add-on endorsement or degree program with NJCTL. We will target schools serving a majority Black, Latinx, and/or Native American students with teacher vacancies and help them to recruit teachers to enter the program, anticipating that about 50% of the teachers completing our program will be in these districts. We currently have strong partnerships with several large urban districts in NJ serving the target demographic and we will continue to foster those.
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New York Academy of SciencesWe commit to recruiting 50 new scientists a year into the teaching field from diverse backgrounds and we commit to retaining teachers who teach in schools that serve a majority of Black, Latinx, and/or Native American students by partnering them with 25 a year scientists to build capacity to implement high impact STEM projects in their classrooms.
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Notre Dame of Maryland UniversityNotre Dame of Maryland University is committed to recruiting and retaining 100 STEM educators from the communities they partner with across the state of Maryland. Notre Dame of Maryland University provides more than 100 teachers and administrators primarily serving Latinx students to be able to better support their students in STEM education by providing professional development along with access to hands-on STEM kits and MacBooks. Notre Dame of Maryland University is also working with local school systems to prepare paraprofessionals as part of a “grow your own” initiative, which will result in 200 educators certified by 2027. Lastly, Notre Dame of Maryland University is committed to fostering classrooms of belonging through the School of Education STEM Camp that works with a racially diverse group of students from local communities. They are committed to recruiting summer camp staff that share identities with the students in their programs and provide the staff with professional development to foster student belonging at the camp. By 2027, Notre Dame of Maryland will have served more than 500 students in their summer program.
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Public Education & Business Coalition (PEBC)By 2027, PEBC aims to increase the number and diversity of STEM teachers prepared in the state of Colorado with the goal of preparing 75 STEM educators with 50% who identify as BIPOC, so that our program demographics mirror those of our state’s student demographics. To do this, PEBC will expand current recruitment and retention strategies, which includes intentionally embedding culturally responsive pedagogy into its curriculum and formally training PEBC mentor teachers on collaborative approaches to professional communication, focusing on supporting mentees’ thinking regarding planning, reflecting and problem-solving. PEBC will also continue work to remove barriers that disproportionately impact pre-service educators of color from entering the profession including:
· offering a free month of online Praxis Exam Prep to any candidate
· providing internal supports for diverse applicants
· providing access to Affinity Groups for residents and mentors who identify as BIPOC
· collaborating with partner school districts to identify a diverse pool of mentor teachers
· partnering with TEACH Colorado, an initiative of CDE, CDHE and PEBC. TEACH Colorado offers 1:1 application support and funding to offset the cost of taking the Praxis exam.
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Reach UniversityBy 2027, Reach University aims to train nearly 5,000 teachers that identify as BIPOC with nearly half of these 5,000 educators serving in STEM classrooms.
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Relay Graduate School of EducationBy 2027, Relay commits to preparing an additional 3,000 STEM teachers via our high-quality Master’s degree and certification programs. We strive for over 60% of our teaching candidates to self-identify as a person of color. We will reach these metrics by forging new partnerships with PreK-12 schools across the country in addition to joining collaborative networks such as Beyond100K. We will continue to innovate on our current program offerings to ensure we expand the number and diversity of the STEM teachers across our Relay Teaching Residency program, Master of Arts in Teaching program, and Alternative Certification pathways. Relay commits to ensuring that all of our teaching candidates are able to serve PreK-12 students from all backgrounds by building on our culturally responsive teaching practices. We strive to ensure our teaching candidates reflect the students we serve and over 60% of Relay teaching candidates self-identify as a person of color. While we pride ourselves on the diversity of our teaching cohort, we know that our DEIA work is not done. In AY2022-23, we will launch an updated curriculum that is rooted in culturally responsive teaching as a foundation for all Relay coursework. We commit to having 30% of Relay teaching candidates enrolled in this updated, more culturally responsive curriculum in AY2022-23, and 100% engaging in this updated curriculum in AY2023-24.
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Rider University College of Education and Human ServicesBy 2027 Rider will prepare 250 STEM teachers, 24% who identify as Black, Latinx or Native American. To do this, Rider is creating a new specialization in STEM teaching. Our graduates work in a variety of schools in the nation. Our program includes elements that address diverse student populations and all candidates receive placements in a variety of districts as part of the program.
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Stanford Teacher Education ProgramSTEP is committed to recruiting and preparing 200 STEM teachers over the next 5 years for academically, linguistically and racially diverse P12 schools. STEP is committed to expanding and diversifying its applicant pool through creative partnerships, enhanced outreach efforts, and focused recruitment strategies with the goal of 40% or more of STEM teachers identifying as Black, Latinx and/or Native American by 2027.
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Science & Mathematics Education Department - UT DallasThe Science and Mathematics Education department at University of Texas at Dallas commits to preparing future culturally and linguistically responsive STEM teachers who create classrooms that foster a sense of belonging. By 2027, we will redesign our classroom interactions course to focus on culturally and linguistically responsive teaching practices to prepare pre-service STEM teachers (PSTs) to create classrooms where all students belong and thrive. PSTs will participate in global learning projects with students in other countries (initially Argentina & Paraguay) to increase their understanding and perspectives of other cultures, teaching practices, and ways of knowing. We will measure our success to ensure the PSTs have the skills and mindsets necessary to foster belonging in STEM classrooms, including Black, Latinx and Native American students. Measures will include PSTs’ culturally responsive teaching self-efficacy and outcome expectancy at the beginning (pre) and end (post) of the classroom interactions course and be tracked throughout the course of the program to note changes in PSTs' self-efficacy and outcome expectancy related to culturally and linguistically responsive instruction. In addition to measuring our success, the PSTs' responses will help us continue to refine our curriculum.
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Teach For AmericaBy 2027, Teach For America plans to recruit 4,600 elementary and secondary STEM teachers to teach and lead in high-need schools across the country. Given our mission to find, develop, and support a diverse network of leaders who expand opportunity for children from classrooms and schools, we plan to continue our efforts to recruit and develop 2,300 Black, Latinx, and Native American STEM teachers in the communities where we work over the next five years. Our collective impact will be measured by our progress towards Teach For America’s 2030 goal, stating: By 2030, twice as many children in communities where we work will reach key educational milestones indicating they are on a path to economic mobility and co-creating a future filled with possibility. As key metrics in this goal, we will measure 4th grade math and 8th grade math student data (% proficient overall, % proficient by student subgroups).
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Teach KentuckyTeach Kentucky will work aggressively with our university partners to facilitate admission qualifications into certification pathways in STEM areas especially for middle school math and science with a goal to prepare 95 middle school math and science teachers by 2027. In addition, we will continue to utilize and enhance incentives, scholarships, pre-service training, coaching, and other supports that foster a high degree of success among our new teachers, even in challenging schools. We will remain committed to our teachers for the first three years of their work life in Louisville and enroll them in the Teach Kentucky community of educators, a robust, informal network of support from our veteran teachers.
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The UTeach InstituteBy 2027, the UTeach network, for which the UTeach Institute serves as the hub, will prepare over 4,400 STEM teachers across its more than 50 programs, including preparing 300 Black and 840 Latinx teachers.
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TNTPTNTP commits to supporting students in high-needs schools with more equitable access to a STEM education by recruiting and training STEM educators for their schools and increasing the representation of teachers of color within the STEM field: By 2027, we plan to recruit at least 500 new elementary and secondary math and science teachers that will serve students in high-needs schools. As an organization, we are committed to closing the diversity gap that exists between students and teachers and therefore, will aim for 60% of those new educators to identify as people of color. We will accomplish this by 1) using recruitment and selection processes that focus on eliminating bias and investing in potential candidates from within local communities; 2) expanding access to the profession through teacher pathways that purposefully identify and eliminate the barriers to access for our candidates of color; and 3) improve the development experience and persistence for candidates of color through affinity cohort experiences that provide identity-specific mentorship and collaboration to successfully navigate current systems of bias and/or racism.
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Torrance Unified School DistrictThe South Bay Consortium Teacher Residency Program and Torrance Unified School District Teacher Induction Program commits to recruit, prepare, and retain STEM teachers from underrepresented populations over the next 5 years: By 2027 we will work strategically with our partners and communities to recruit 81 teacher residency candidates to increase the number of marginalized STEM teachers, with the goal of preparing at least 50% of our STEM teachers at the same percentages as are represented in their student populations. Specifically in our Teacher Induction Program we will cultivate a workplace of belonging with a focus on culturally relevant practices to support the needs of marginalized STEM teachers with the goal of retaining for at least 5 years 100% of our teacher candidates. The Teacher Residency and Induction Programs will initiate a local pipeline for diversity and support of underrepresented teachers in STEM who reflect their communities. Measurements of impact will include the number of underrepresented candidates recruited and their retention rates in our teacher residency and induction programs. We will also include reliable and valid survey measures to gauge the perceptions of teachers’ belonging within the sites and programs.
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University of California Los AngelesBy 2027, UCLA will prepare at least 320 STEM teachers, with a focus on recruiting teachers of color as part of a statewide effort to diversify the teaching profession via residencies. State and federally funded residencies offer funding that helps provide the monetary support to engage in our graduate school program. We have engaged in statewide collaboration efforts with teacher education programs throughout the state to further support teachers of color. Through an organization called Ed Prep Lab and nationally through Bank Street we have focused on strengthening residency efforts at both the state and national level. In these efforts we have surveyed our teachers and engaged in semi structured interviews where monetary support remains pivotal. We are continuing efforts to apply for grant funds to support enrollment costs. Further, we have modified our readings in all courses to be more responsive and sustaining of teachers and students of color. Pedagogical shifts that include models of culturally relevant and sustaining practices are central to our methods courses and field based feedback. Lastly, we have started affinity groups within our teacher education program to better diversity student supports and engagement in our program.
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sdBy 2027, UCI commits to preparing 150 more highly qualified math and science teachers (estimated 30 annually) with a goal of increasing and diversifying the math and science teachers we prepare. To diversify our program, we will implement intentional recruitment strategies focused on students of color already enrolled at UCI and also work with the local community and community college partnerships. To mitigate the preparation costs for our students and increase retention, we will continue to seek external funding to offset costs of the program. We have also structured our curriculum to focus on social justice and equity, especially in addressing anti-Blackness.
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University of California, Santa BarbaraBy 2027, University of California, Santa Barbara commits to preparing an additional 75 STEM educators. In addition, UCSB will develop and share at least ten concrete practices for effective teacher education over the next five years with the Beyond100K Network. We are developing methodologies for effectively teaching diverse groups of learners, including multilingual learners and special education students. These practices aim to increase future teachers’ readiness to create inclusive learning communities in their classrooms where relevant, culturally responsive and engaging STEM teaching and learning is the norm.
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University of IndianapolisUniversity of Indianapolis commits to increase the number of teacher candidates to complete our program. By 2027, we aim to grow our program from one secondary STEM student to 2-3 students per year, and 5 per year at the elementary level. We aim to have a third of the population come from a diverse background. We commit to improve our retention rate from 60% to 80%, and 80% must earn a B or better in their science and math courses in order to get a STEM minor. A quarter of those in the program will get an elementary STEM license in Indiana.
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University of South CarolinaBy 2027, we plan to recruit 800 early childhood, elementary, and secondary STEM educators into our teacher certification and preparation programs. This will be done through capitalizing on existing partnerships (such as work with our Professional Development Schools Network and Gamecock EdQuarters student affairs staff) as well as creating new recruitment initiatives that center STEM student belonging (such as a new partnership with the SC Afterschool Alliance). The University of South Carolina College of Education (UofSC COE) is committed to preparing teachers to work specifically for schools that serve a majority of Black, Latinx, and Native American students over the next five years. Teacher candidates will engage in courses directly related to cultural sustaining instruction and issues of diversity, equity and inclusion (DEI). Additionally, issues of DEI and culturally relevant and sustaining pedagogies are incorporated in all STEM methods courses. In addition to coursework, pre-service teachers conduct practicums and internships in Title 1 schools throughout their professional program.
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University of Southern California Rossier School of EducationUSC Rossier School of Education commits to recruit and prepare teachers to support students in high-needs schools: By 2027, we plan to recruit 750 new elementary and secondary math and science teachers, all of whom will teach students in high-need schools.
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University System of MarylandAs the state's largest preparer of Maryland teachers, USM will increase the number of completers of its STEM educator preparation and professional development programs by 5% annually for a total of more than 550. We will achieve this goal by creating additional pathways into STEM teaching, like creating new Master of Arts in Teaching degree programs for career changers and working with local school systems to collaboratively design licensure programs for existing paraprofessionals.
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Urban TeachersUrban Teachers is making five commitments to support equity, representation and belonging. First, UT will create and launch a Latinx STEM strategy which will address the specific needs of Latinx STEM educators and potential STEM educators in UT’s network of 300 schools. Second, UT will strengthen existing STEM offerings and include a STEM focus and innovative coursework which prioritizes Anti Racist STEM education for 1000 early career teachers in the UT network. Third, UT will launch a Antiracism STEM Education Institute centered in Anti Racist professional learning in STEM to serve 1000 STEM teachers in Baltimore, DC, Dallas and Philadelphia. Fourth, UT will launch a named STEM pipeline program aimed at attracting, admitting, preparing, mentoring and deploy 50 Black men into schools and communities serving Black children. Lastly, UT will launch a named STEM pipeline program aimed at attracting, admitting, preparing, mentoring and deploy 50 Black women into schools and communities serving Black children.
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West Virginia University Center for Excellence in STEM EducationWVU is committed to increasing the diversity of students at WVU and in our teaching pipeline. In the next five years, we will work to increase diversity of WVU STEM students (currently 3.8% Black, 4% Latinx), and to reflect or outperform those percentages in our STEM teacher candidates. To do this, WVU will continue to participate in Get the Facts Out (GFO), an NSF-funded project that grew out of a 100Kin10 working group led by Wendy Adams, which focused on increasing the prestige of the teaching profession. By 2027, WVU aims to prepare 100 STEM educators.
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Western Governors UniversityTo increase the number of STEM teachers that complete Western Governors University program, Teachers College (TC) will reimagine our STEM portfolio of programs, expand our portfolio to include a computer science (CS) pathway in partnership with the College of Information Technology and actively pursue targeted recruitment initiatives. This will be measured by the launch of a new program design by 2024 and a minimum of 10 percent overall increase in the number of STEM teachers over 5 years. This will result in 7,912 (total) number of STEM teachers prepared by 2027.
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Young People's Project in partnership with The Boston Teacher Cadet ProgramThe Young People's Project will seek to train, certify and employ (or support the employment of) an additional 750 high school and college students as Math Literacy Workers in the next 10 years. Of those 750 who become Math Literacy Workers, YPP has the goal that at least 10% will matriculate into careers in the STEM teaching field focused on underserved and under-resourced populations in the US. In partnership with the Boston Teacher Cadet Program, YPP seeks to prepare 80 high school students and 52 college students to become high quality STEM educators of color in the Boston Public Schools by 2027.
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Teacher Hiring and Retention Commitments
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Arizona Science CenterBy 2027, Arizona Science Center will provide intensive training to 1,000 teachers , 500 of whom work in schools that serve a high population of Black, Latinx and/or Native American students and with the goal of at least 75% of those trained remaining in the classroom for 3 or more years. In addition to intensive training, these teachers will receive ongoing coaching, resources, and materials that will contribute to their confidence and competence in STEM, therefore supporting their retention.
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BattelleBattelle’s goal is to reach 200 educators per year through 2027 who work in Title 1 schools and 100 Black teachers per year through 2027. Battelle supports educators through both our direct education work and philanthropic efforts in communities where our employees live and work. Battelle Education provides several professional development opportunities to share best practices in STEM. Ranging from yearlong cohort programs to hands-on training sessions, we are committed to connecting educators, sharing best practices, and promoting professional learning and growth. Philanthropically, Battelle helps reach talented students who might not otherwise have access to high quality STEM learning opportunities by supporting organizations that provide professional development for educators to learn new ways to integrate STEM concepts into their classrooms in an interdisciplinary context.
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Bay Area Discovery MuseumWithin the next five years, we will train and support 500 preschool and elementary educators working with underserved students (in Title 1 and subsidized preschools) through the dissemination of research, teacher resources and professional development programs, focusing on foundational STEM learning.
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California State University, Office of the ChancellorCSU will offer professional development and learning to in-service teachers to increase their pedagogy and content knowledge in STEM fields; increase partnerships with local districts, giving access and opportunities to in-service teachers in earning additional authorizations; ally with other institutions and establishments to ensure in-service teachers gain more understanding of the students they serve; and mentor in-service teachers to grow professionally.
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Californians Dedicated To Education FoundationThrough our California Department of Education Educator Workforce Investment Grant (EWIG) program, we will work to scale and sustain equitable computer science education through a professional learning model for teachers, school leaders, and counselors utilizing California’s statewide system of support. The goal is for hundreds of teachers state-wide to be trained in high impact CS education practices. We want to make sure that this EWIG program is as inclusive as possible. We hope to foster a sense of belonging and inclusive support that is critical to increasing teacher retention.
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Center for STEM Education (College of Education, ECU)By 2027, we will work to provide 25% more STEM teachers (for a total of 1076 STEM teachers) with professional development, using multiple platforms, such as in-person workshops, distance workshops, and with our partnership with PBS-NC data casting. To do this, we will increase enrollment in our current programs, such as Advanced Placement Institute and our custom professional development programs, and also develop new STEM engagement workshops. We aim to build partnerships that will increase the center’s capacity to reach teachers outside of our traditional service region. We will add components into our custom professional development around equity, diversity, inclusion and access (DEIA). These sessions may include the use of culturally responsive pedagogy and creating an environment for inclusive excellence. These workshops can include identifying proper assessment tools, how to take a deep-dive into the analysis and draft outcomes from the analysis, and best practices on how to discuss lessons learned and problem solving for DEIA.
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Charles A. Dana Center at the University of Texas at AustinBy 2027, the Dana Center will build capacity for K-12 education systems to more equitability advance student engagement, persistence, and success in mathematics – especially Algebra 1, a critical gateway to high school graduation and higher mathematics and science learning. The Center will partner with at least 20 systems in New Mexico and Texas that predominantly serve Black and Latino students and students experiencing poverty and serve almost 400 educators. Professional learning will focus on enhancing leadership support of teachers and developing teachers’ mathematical knowledge and pedagogical strategies, especially those strategies related to culturally responsive instruction, supporting students’ social and emotional development, and developing academic literacy for multilingual learners. As a result, students will experience positive classroom cultures where their knowledge and application of mathematics is increased, they feel a sense of belonging, develop strong mathematical identities, and show increased interest to pursue advanced STEM learning. We support teacher retention by providing high quality professional learning that deepens teacher content knowledge in Mathematics and pedagogical strategies. We also include district leadership (coaches, principles, etc.) so that the work is supported and ongoing system-wide learning is sustained.
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Chicago Academy of Sciences / Peggy Notebaert Nature MuseumBy 2027, the Chicago Academy of Sciences / Peggy Notebaert Nature Museum will rebuild from the impact of COVID, doubling our reach to 500 teachers across 100 Chicago schools per year with science partnership programs that engage students in locally-focused, nature-based STEM learning. During these partnership programs, teachers will participate in supportive, multi-touchpoint experiences built around four interlocking components to build science teaching identities, spark curiosity and catalyze confidence, make (science) teaching accessible, personally relevant, rigorous, and customized for each teacher and their students. The four components are: (1) locally based science curriculum and instructional resources focused on urban and Chicago natural phenomena (many which are observable by students first hand), (2) in-classroom support through museum-educator led classroom teaching, (3) PD where teachers explore student activities, background content information, their own personal-interests/questions, collaborations with other teachers, and instructional strategies, and (4) field trips (indoor and outdoor) to connect learning to real world settings in Chicago.
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Chicago Public SchoolsBy 2027, Chicago Public Schools will host professional learning opportunities for teacher leaders, focused on high leverage instructional practices across math, science, and integrated STEM courses, that models belonging and inclusivity, ultimately resulting in more Black, Latinx, and Native American students who report their identity is affirmed, they are empowered to become civic actors, and are prepared for educational and career pathways that provide upward economic mobility.
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Colorado Education InitiativeColorado Education Initiative will create a support network for teachers of color in their first, second and third years.. These support networks will include more veteran educators of color who have years or decades of experience to share, but also teachers who are still in their first five or so years who can relate to having recently gone through the first few years of being an educator. We believe that it will be important for new teachers of color to have another trusted teacher of color they can rely on to talk through any issues they might be facing.
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Data Science 4 EveryoneDS4E will aim to recruit 2,000 teachers by 2027, and develop discrete communities for educators in math, science, as well as social studies / history, humanities, and other subjects to leverage the unique opportunity for data science to build wider on-ramps to STEM. DS4E will target recruitment to teachers in Title I schools, aiming to provide support for at least one Title I school in each of the 50 states. We will also create dedicated spaces for teachers from Title I to engage in cross-district or cross-state collaboration, and share both knowledge and strategies relevant to Title I settings. We will also identify and assess the need for creating dedicated affinity groups (Black, Latinx, and/or Native American teachers) and teaching diverse student groups (i.e. students with disabilities) to further increase relevance for participating educators. DS4E will regularly survey community members to assess value-add and retention - as measured by participation in the group itself and by retention in the schools we work with.
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Destination Imagination, Inc.Through specific and targeted outreach to Title I school teachers that primarily serve Black, Latinx and/or Native American students, Destination Imagination plans to build relationships with 1,000 STEM teachers that prepare them to provide meaningful informal STEM learning experiences for the youth that they serve through a mix of online training and in-person training.
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EnCorps, Inc.EnCorps will continue to support 100+ EnCorps Full-time Teachers who continue to engage in EnCorps' online and in person professional development events. Each year, EnCorps delivers three national events to all EnCorps Fellows in every state of the educator pathway. We currently engage 450 active educators with approximately 150 full-time teachers participating in our live-streaming Institutes or accessing our Google classroom sessions and other resources. The EnCorps Leadership Team maintains a goal of 85% 5 year teacher retention goal in Title I schools. for our EnCorps full-time Teachers. We believe that recruiting the right individuals, and training and supporting them, will ensure success with students and educators. EnCorps uses a culturally relevant educational model to support students in poverty and BIPOC students.
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ExploraExplora will contribute to increasing the retention of STEM teachers who primarily serve Black, Latinx and Native American students by providing professional development opportunities and building a community of educators. Explora will serve more than 4,000 teachers by 2027 (1000+ teachers per year). Explora’s work supports teacher retention through building teacher confidence and self-efficacy to foster STEAM learning through hands-on, materials rich, and project based learning workshops that build upon the knowledge and skills the teachers have already. We incorporate Culturally and Linguistically Responsive practices into the workshops by using literature and stories as a way to link STEAM to Native interests and experiences. These stories provide opportunities for educators to make science connections in the everyday lives of their students and strengthen students’ ability to see themselves as capable STEAM learners. Workshops also include time for participants to tap into the collective wisdom of the group to develop lesson plans/activities while receiving feedback for developmental/cultural appropriateness. Explora works across all counties and school districts in New Mexico. Explora’s partner school districts primarily serve Black, Latinx and Native American students and include Albuquerque Public Schools, Santa Fe Public Schools, Espanola Public Schools, Los Lunas Public Schools, Belen Public Schools, and a number of tribal schools.
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ExploratoriumBy 2027, the Exploratorium Educator Engagement division K-12 Team will be providing professional support to at least 2,400 leaders in science education in every county across the state of California, composed of 1,000+ new leaders and retaining the 1,400+ active members of our statewide alumni network. By 2027, the Exploratorium Educator Engagement division K-12 Team will be providing professional support to a network of leaders in science education who are more representative of the teachers and students in public-schools in the state of California than ever before. In particular, we expect all of the leaders in our 2027 leader network to serve teachers and students who are marginalized or excluded from systems of privilege and at least 85% of them to identify themselves as such. Additionally, by 2027 we expect all leaders in our network to serve Title I public school teachers and at least 85% of leaders to serve Title I public school teachers exclusively. Collectively, by 2027 we expect the leaders we serve will be providing professional learning, mentoring, and advocacy support directly to more than 8,000 California elementary and secondary science teachers that will be predictors of teachers’ expected and actual retention in the profession. We support existing, emerging, and unexpected leadership in science education, defined by science educators, leaders, and Leaders from within and outside of the K-12 classroom.
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Fort Hays State UniversityFort Hays University is focused on teacher recruitment and preparation specifically to support STEM teachers in rural schools. We plan to develop and implement community building between the university and the districts where they teachers are placed and to provide a specialized course for STEM teaching in rural schools, conference travel, membership with active involvement in a STEM Educators student group, and service projects related to STEM Education. Additionally the students are required to participate in a week long rural field experience where they collaborate daily with each other on the experience. Fort Hays State University also holds an annual “Noyce Summit, "which includes attending professional development, connecting with the Kansas State Department of Education STEM Program Managers, and receiving support for issues related to thriving as a teacher in a rural community.
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IDEA Public SchoolsOver the next five years, IDEA Public Schools will build a pipeline of educators for STEM teaching positions by hiring 750 college students as tutors or substitute teachers in IDEA STEM classrooms. In alignment with our diversity, equity and inclusion organizational commitments, at least 450 of the 750 tutors/substitutes recruited will be Latinx, Black, and/or Native American. We will also build a STEM educator pipeline that is representative of our students and school communities by increasing the number of IDEA alumni who we recruit to serve as educators, tutors or substitute teachers with a goal of recruiting 100 tutors and substitutes who identify as IDEA alumni.
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IgnitedBy Fall 2027, Ignited will provide work-based learning experiences to 500 teachers, and help them craft workplace-aligned curriculum. We will target our program recruitment efforts on teachers from underserved schools, with the goal of providing access to work-based learning experiences for 60% teachers from underserved schools (an estimated 300 teachers by Fall 2027). The work-based learning experiences have been shown to increase a teacher’s enthusiasm for their profession as educators and increased the likelihood they will continue teaching.
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Kansas City Teacher ResidencyKCTR will contribute to increasing the retention of STEM teachers in schools serving Black and Latinx students by providing a three year induction program where program graduates receive coaching support and opportunities to extend learning. We will work intentionally with our school partners to ensure that we place our teachers in environments where they can make a deep impact and flourish. KCTR will also contribute to increasing the retention of BIPOC STEM teachers by ensuring that we provide them with coaching, strategic support in the community with BIPOC teacher organizations, and in creating a peer network group where BIPOC STEM teachers can lean on one another.
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LabXchangeLabXchange will provide ongoing professional development and services for 2,500 registered educators, increasing their skill and confidence in implementing digital resources in their teaching. By 2025, LabXchange will develop a teacher ambassador program for up to 500 highly motivated educators that offers specialized training in leadership and instructional design. LabXchange will also ensure that the recruitment for US-based teachers focuses on teachers serving in Title I schools and other schools that serve majority Black, Latinx, and/or Native American students. LabXchange will also offer educators access to a network of over 300 mentors, including scientists, educators, and other STEM professionals, for sharing best practices and other inspiration. With Department of Defense STEM grant funding, LabXchange will expand our content library to include data science and climate change topics that will help teachers update and expand their content knowledge.
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Lawrence Hall of ScienceLawrence Hall of Science commits to supporting a minimum of 500 teachers and 200 leaders through attention to systems change and organizational capacity-building that enables equitable outcomes in STEM learning. We commit to focusing our efforts on K-12 educational systems that serve Black, Indigenous, Latinx, multilingual learners and those who experience poverty and food scarcity. Our model of systems capacity-building and STEM improvement is anchored in positioning our most marginalized groups as leaders in the systems design process, experts, and essential to solving systems challenges. When implemented, this model enables the creation of conditions that support STEM teachers in creating high-quality, equitable science learning experiences for students.
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Learning BladeLearning Blade will support communities of teachers by training over 3,000 teachers with the knowledge and resources to help expand student participation in STEM and computer science over the next five years. We commit to providing high-quality professional development (PD) that focuses specifically on best practices of career exploration and its impact on building more racially diverse participation in STEM. Learning Blade professional development (PD) is accredited by CSTA and accepted by states for PD credit. Learning Blade shows educators how to integrate career exploration resources across the disciplinary silos and highlights the best practice of using cross-disciplinary standards to connect career exploration to real-world problem-solving scenarios.
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Maine Mathematics and Science AllianceBy 2027, we will support 3,000 formal and informal educators across the U.S. through high-quality and culturally-responsive STEM professional learning. We plan to engage 100 educators from marginalized communities/populations in co-designing these professional learning opportunities that build from an assets-based mindset leveraging the expertise, lived experiences, and equitable power already present. We will develop strategies influenced by culturally-responsive tools that examine both the barriers to high-quality professional learning and access to educators’ perspectives. We will strategically design educator programming and support to address different levels, interests, and entry points.
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Math Circle NetworkBy 2027, the Math Circle Network will double the number of Math Teacher Circles (MTCs) to 300. By 2027, the Math Circle Network will have increased the percentage of participating teachers who work at Title I schools to at least 60 percent, the approximate percentage of schools currently receiving Title I funding. We will achieve this goal via two primary strategies. First, we will expand on our existing relationships with local and state education agencies, higher education institutions, and other nonprofit organizations in order to more systematically partner with Title I schools. Second, we will support Math Teacher Circles in increasing the diversity of the populations they serve through offering targeted training, mentoring, and funding opportunities. Previous research has found that MTC participation is linked with lower attrition rates and increases self-efficacy and professional engagement. By expanding our scope, the Math Circle Network will contribute to the retention of approximately 6,000 teachers in the profession.
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Math for All Program at EDCThe Math for All project at the EDC Center for Children and Technology will contribute to the retention of approximately 500 teachers and 150 teacher leaders working in approximately 75 high-need urban and rural schools by providing them with professional development and support to help them make high-quality, standards-based mathematics instruction accessible to students with different strengths and challenges, including those with disabilities. We define high-need as schools that serve more than 50% students who live in poverty.
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MouseMouse commits to working primarily with Title I NYC public schools to deliver computer science professional development workshops to 500 teachers by 2027. Mouse provides a curriculum that is engaging, and allows teachers and students to explore issues relevant to their communities while providing ongoing coaching support as teachers teach the curriculum. The coaching will support teachers as they gain CS skills and support them to stay in the profession. We will work with five higher education and professional organizations working in design, technology, and engineering to advise, validate, and endorse Mouse courses.
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National Board for Professional Teaching StandardsBy 2027, we will develop strategies and messaging to ensure that 30% of National Board candidates are STEM teachers. We will share those recruitment strategies and messaging with Beyond 100K partners. Of those 30%, 60%+ will support a majority of BiPOC students and at least 35% will be BiPOC STEM teachers. We are committed to strengthening the teaching workforce in some of the most challenging contexts. Research indicates that the NB certification process supports teacher retention and professional growth. NBCTs remain in the profession longer than their non-certified colleagues, with one analysis finding that school systems retain NBCTs at nearly 4 times the rate they retain non-certified teachers. We are opening up access to educators interested in the Board certification process by allowing candidates to begin the process before completing 3 years of successful teaching. This policy opens access and removes barriers to educators by allowing them to begin the process of Board certification before completing 3 years of successful teaching and serves as a retention strategy to support STEM teachers. Research shows that teachers’ engagement with NB Standards and pursuit of NB Certification improve practice and retention.
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National Math and Science InitiativeThe National Math and Science Initiative commits to inspire, strengthen, and retain the next generation of diverse STEM teacher-leaders by elevating our supports for Black, Latinx, and Indigenous STEM teachers. By 2027, NMSI will scale its New Teacher Academy, a new teacher induction program for Black, Latinx, and Indigenous teachers in the first three years of their career, to at least 400 early career STEM teachers of color in at least five new districts that serve a majority of students of color and/or in poverty. NMSI’s New Teacher Academy provides our Laying the Foundation professional development, school-year mentorship, and professional learning communities for early-career STEM teachers to combat isolation, improve practice, and foster a stronger teacher-identity. By providing a strong community for new teachers, along with support in content and instruction, our goal is to help new teachers see success faster and stay in the classroom longer.
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National Writing ProjectThe National Writing Project will create a networked community for science teachers and will recruit 25 teachers annually to join and lead conversations about teaching science there. Over five years we'll have created a hub of activity for any interested science teacher in our Write Now Teacher Studio seeded with 125 active science teacher leaders.
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New York Botanical GardenNYBG commits to providing professional development to 12,000 teachers in the next five years (2,500 teachers annually). Over 70% of teachers who NYBG trains come from the Bronx, which has a high percentage of Title 1 schools and Black and Latinx students. NYBG runs the largest teacher professional development program at a botanical garden in the world, and we support STEM teachers in pedagogy and classroom resources.
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Out TeachBy 2027, Out Teach will provide coaching and training to 8,700 elementary teachers in Title 1 schools with the goal of 80% of teachers improving their practice to facilitate rigorous schoolyard science instruction. Outcomes will be measured through classroom observations, teacher self-reflections and evaluations administered at professional development sessions.
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Public Education & Business Coalition (PEBC)PEBC provides top quality professional learning experiences, including workshops, lab classroom visits and customized coaching, that support STEM teachers' confidence, competence and growth. Evaluation data shows that PEBC professional development increases teacher retention. In addition to our broadly available professional development, in the Denver area, we will cultivate a cadre of top quality exemplar teachers - our lab hosts - who gather throughout the year for shared learning and thrive on the support of colleagues. The opportunities provided to the lab hosts also improves their retention by offering clear opportunities for teacher leadership and growth. We are committed to supporting the retention of all teachers by honoring their time, their minds and their needs with high quality, customized professional development, offered both on site for schools and districts, as well as in Denver on a regular basis.
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Public ImpactBy 2027, Public Impact's Opportunity Culture initiative will at least double the number of highly paid advanced roles for STEM teachers, including Multi-Classroom Leader positions to provide 1,000 opportunities for STEM teachers. 75% of the highly paid advanced roles we add will be in schools serving a majority of Black, Latinx, and/or Native American students. The positions help keep excellent STEM educators in the profession by giving them a way to advance in their careers and earn more, while continuing to teach.
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South Carolina's Coalition for Mathematics & ScienceSouth Carolina's Coalition for Mathematics & Science commits to supporting teacher retention by adding 10 South Carolina teachers to the STEM Educator of the Year recognition program which provides grant awards for teacher's STEM Initiatives. Teacher leadership has been shown to support teacher retention, increased job satisfaction and improved learning environments and we have designed our program with this evidence in mind. South Carolina's Coalition for Mathematics & Science has placed a priority on engaging with schools serving students historically underrepresented in STEM as indicated by Title I status and/or specified student demographics. We are committed to reviewing and revising our recruitment, application and selection processes to ensure that our applicant pool reflects this commitment.
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STEMteachersNYCSTEMTeachersNYC is committed to supporting teacher retention by adding 70-100 pre-service teachers to our existing Community Learning Network of more than 700 teachers. The Community Learning Network began in 2021. We work closely with CUNY education programs and welcome pre-service teachers into our community and provide support through professional learning workshops. Community and continuous peer support have an immense impact on teacher retention. This is true for in-service teachers as much as teachers new to the classroom. We also place an emphasis on supporting the retention of Black, Latinx and/or Native American educators by working with the CUNY system. The CUNY system is 55.7% Black, Latinx, and/or Native American students.
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The Phoenix SymphonyThe Mind Over Music program is committed to supporting teachers to find satisfaction, excitement and efficacy in integrating music into K-12 STEM lessons. By 2027, the MoM program hopes to serve 10,800 K-12 students with a priority of serving students in Title I schools. Mind Over Music believes that this early success and joy in implementing STEM contributes to the retention of educators. Mind Over Music is designed to support teacher knowledge, instructional planning and practice, and assess music-integrated strategies to support STEM concepts.
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Tulsa Regional STEM AllianceTulsa Regional STEM Alliance will work to ensure that 500 STEM educators have the curriculum, content and materials they need to feel supported as professionals in their classroom. This support is designed to address teacher burnout and foster a sense of community and support for teachers, addressing some of the common causes of STEM teacher attrition.
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University of IndianapolisThe University of Indianapolis commits to supporting teacher belonging and teacher retention. We commit to help foster belonging for teachers by making our program more qualitative than quantitative (for example, helping them develop an engineering/STEM identity, etc.). We will measure this improvement by conducting surveys at the beginning and end of programs. We will also implement other opportunities for teacher candidates to get more on-the-ground experience: through our new local, paid apprenticeship program so they can work in schools for professional development and by teaching in 4th and 5th grade classrooms in high poverty school districts so they can see and have access to exemplar, highly effective STEM lessons and gain more confidence in both the content and teaching. In order to retain more teachers, The University of Indianapolis is setting up a Teacher Prep Academy to help foster a sense of belonging for the teachers. This will incorporate Success Saturdays, student peer mentors, end of year celebrations, and field trips to see other schools. All of this will help them feel a connection to the career and help them see what life would like going this route. Next year, we’ll be building out supports in our freshman orientation.
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WeTeach_CSWeTeach_CS will retain teachers by countering the isolation CS teachers often feel, supporting them to grow intellectually and professionally, and fostering their joy and purpose as they are able to bring exciting new learning opportunities to their students. We will accomplish this by continuing to connect teachers to the larger WeTeach_CS network, teaching them new and exciting content to help them grow their own understanding of cutting edge computing, and empowering them with the knowledge and resources to advocate for equitable CS programs at their schools. WeTeach_CS is purposeful about targeting our services and partnerships to schools that serve a majority of Black and Latinx students. We have developed a data dashboard that includes data on demographics and CS capacity/access/participation for every school and district in Texas. Over the next five years, we will continue to utilize the data dashboard to identify schools that do not offer CS and prioritize working with schools who serve a majority of Black and Latinx students.
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Young People's Project in partnership with The Boston Teacher Cadet ProgramYPP commits to hosting 1-2 constituent gatherings per year to maintain our network of over 1000 former and current Math Literacy Workers. BTC has specific program partners to support cultivation and retention of STEM teachers. We partner with WEOC: Women Educators of Color, MEOC: Male Educators of Color, SLOC: School Leaders of Color and ALANA: African, Latinx, Asian, Native American networking program to support retention of STEM teachers who identify as Black, Latinx and/or Native American.
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Teacher Representation Commitments
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Achievement FirstTo meet at least 80% year over year retention of our Black, Latinx and Native American STEM teachers within five years we will:
1.) Prioritize Teacher Support and Development: We will support teachers and leaders by providing them strong curricular resources and network support for lesson internalization and implementation.
2.) Provide effective professional development: We will focus on adaptive leadership skills and other leadership competencies that coaches and managers need to be successful in their support of teachers.
3.) Clarify who we are and what we stand for: We will work with a cross section of stakeholders to update our graduate aims for K-12 and create an explicit theory of learning at the high school level.
4.) Improve workplace systems and processes: We will strengthen payroll, accounting, HR systems, and other organizational processes; improve efficiency and clarity of communications; and revise goal setting and performance management systems.
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Alder Graduate School of EducationDiversifying the teacher workforce is one of Alder's main missions. Currently 70% of our residents (193) self identify as part of the Black, Latinx, and/or Native American community. Over the next five years, we will grow to our resident enrollment to 500 residents with approximately 340 new teachers who identify as Black, Latinx, and or Native American.
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Breakthrough CollaborativeBreakthrough Collaborative aims to increase the number of Teaching Fellows who identify as BIPOC as the organization grows. Currently, 76% of Teaching Fellows identify as BIPOC, including 18% of Teaching Fellows who are/were program participants of Breakthrough. To continue to grow the number and percentage of Teaching Fellows who identify as BIPOC, Breakthrough uses an intentional recruitment strategy focusing on local community colleges, state colleges, HBCUs, and MSIs. Additionally, Breakthrough Collaborative is building partnerships with the Branch Alliance for Educator Diversity, and Latinos for Education to increase the number of Teaching Fellows from diverse backgrounds.
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Chicago Academy of Sciences / Peggy Notebaert Nature MuseumBy 2027, the Chicago Academy of Sciences / Peggy Notebaert Nature Museum will engage 25 Black, Latinx, and/or Native American pre-service teachers in collaborations with their mentor teachers during the student teaching period, using our school partnership programs. Though we currently work with Black, Latinx, and/or Native American STEM teachers in our programs, we do not currently collaborate with pre-service teacher programs to engage these educators with extensive STEM supports during this pivotal point in their teaching careers. Other opportunities to work with pre-service teachers in a lighter-touch partnership model has shown that they build science teaching identities that are different from the science learning experiences they went through in school when they partner with the Nature Museum through experiential learning and PD. We commit to building out a multi-touch point partnership program with pre-service teachers and university partners who support Black, Latinx, and/or Native American education students during their student teaching.
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Destination Imagination, Inc.Through dedicated outreach using at least five of Destination Imagination's 40+ affiliated local nonprofits, DI plans to invite, encourage and support Black, Latinx and/or Native American adult educators to participate in Destination Imagination programming. These individuals will gain the skills necessary to provide project-based STEM educational experiences to diverse populations. These individuals will then take their skills and training and apply them to informal STEM environments for Black, Latinx and/or Native American youth to participate in growing their personal STEM identities.
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EnCorps, Inc.EnCorps' Leadership Team maintains a recruitment goal of 50% of teacher candidates recruited in the current fiscal year identifying as people of color with a focus on Latinx and Black and African American STEM professionals. Direct recruitment efforts are made to Alumni Associations such as Apple Alumni Association, Harvard Alumni Association of Silicon Valley, Hewlett Packard/ Agilent Retiree Club, UC Berkeley Alumni Club, and UCLA Alumni Association. We also present to or post in newsletters with professional associations including International Society of Pharmaceutical Engineering, California Biomedical Research Association, National Society of Black Engineers, American Society of Civil Engineers, American Institute of Aeronautics and Astronautics, Society of Hispanic Professional Engineers, and Women in Data. Our corporate partners, in addition to providing funding, have also given us the opportunity to provide information and to conduct brown bag lunches and provide off-boarding materials for corporate HR departments and specific affinity groups.
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ExploraBy 2027, Explora will contribute to increasing the retention of 10 Black, Latinx, and Native American STEM teachers by lifting up the many ways STEM in embedded in our community and many faces of people who do STEM so individuals can see themselves as someone who does STEM and that is STEM is for them.
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Fort Hays State UniversityFort Hays State University will reach out through university clubs (Black Student Union and Hispanic American Leadership Organization) and our institutional recruitment efforts for transfer students and high school recruitment (e.g. Hispanic Institute) and to build an awareness of STEM teaching as a viable career for Black and Latinx students. This would also designate funds within the college and our supported projects to provide scholarships as an inducement to become a STEM major and a STEM teacher.
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GeoCivics, Department of Geography and Environmental Studies, University of Colorado Colorado SpringsBy 2027, we will increase the number of underrepresented educators who have been exposed to the power of geospatial technology tools in the context of electoral redistricting, engaging with at least 150 individuals in schools through professional development activities. These geospatial technology tools provide educators opportunities to connect students with their communities as they analyze and disseminate information about the composition of their electoral districts at the federal, state, and local levels, demonstrating that STEM can both educate and empower individuals and groups in the governance process.
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Hunt InstituteThe Hunt Institute has a goal of adding one million teachers of color and thirty-thousand leaders of color to the education workforce by 2030 through the One Million Teachers of Color initiative. Despite 52% of students in the United States identifying as people of color, nearly 80% of teachers are white, and 78% of principals are white. And 40% of public schools in the United States do not have a single teacher of color. Our campaign is made up of leaders from the education sector and beyond, united in the belief that when education systems are designed to honor the humanity of teachers and school leaders of color, students and our entire society benefit. As a growing body of research indicates, when education systems recruit and retain teachers and leaders of color, all students, particularly students of color, benefit. We seek to amplify the unique strengths, skills and lived experience that teachers and leaders of color bring in support of all students. We demand that we hold our education and public systems accountable to support, recruit, retain, and develop teachers and leaders of color.
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IDEA Public SchoolsOver the next five years, IDEA Public Schools will build a pipeline of educators for STEM teaching positions by hiring 750 college students as tutors or substitute teachers in IDEA STEM classrooms. In alignment with our diversity, equity and inclusion organizational commitments, at least 450 of the 750 tutors/substitutes recruited will be Latinx, Black, and/or Native American. We will also build a STEM educator pipeline that is representative of our students and school communities by increasing the number of IDEA alumni who we recruit to serve as educators, tutors or substitute teachers with a goal of recruiting 100 tutors and substitutes who identify as IDEA alumni.
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Kansas City Teacher ResidencyKansas City Teacher Residency will work to attract and support BIPOC individuals who wish to become STEM teachers. We will accomplish this by collaborating with BIPOC organizations on college and university campuses, and engaging with community organizations locally and nationally that support BIPOC individuals in the STEM fields (i.e. NSBE). Moreover, we will commit to support our BIPOC preservice teachers once they are in the program to ensure that they are able to persist and successfully complete their preservice year by provideing them with coaching, strategic support in the community with BIPOC teacher organizations, and in creating a peer network group where BIPOC STEM teachers can lean on one another.
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LabXchangeLabXchange will seek to identify barriers which might prevent Black, Latinx, and Native American teachers from participating in our forthcoming teacher ambassador program, and work to address these barriers so that our program better reflects the educators and students in our global community. We will identify barriers by surveying teachers, planning and conducting pilot studies in classrooms, and collaborating with non-profit organizations that serve or convene educator networks.
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National Board for Professional Teaching StandardsBy 2027, we will retain more BiPOC STEM teachers by incorporating emerging best practices for supporting BiPOC educators, such as affinity networks and mentorship, into the supports for educators pursuing NB certification and support BiPOC NBCT leaders. We will examine the barriers that BiPOC educators face in their pursuit of Board certification and work to address those challenges. We will center the professional learning needs and expertise of BiPOC educators in all we do to recruit, support, and retain NB candidates. We will partner with and leverage the expertise of the National Board Network of Accomplished Minoritized Educators in the work to recruit and support BiPOC educators pursuing Board certification. We will also work with our partners to more effectively support BiPOC candidates and center the expertise of BiPOC NBCTs as leaders to define accomplished teaching based on their classroom evidence of practice critically positioning BiPOC as leaders and mentors.
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National Network of State Teachers of the YearNNSTOY will use the 9 domain recommendations in our Build for Equity research along with engaging with other thought partners to impact policy and hiring practices to recruit, retain, and advance Black, Latinx, and Native American STEM teachers.