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This project aims to address the need for standards-based teaching in Salinas Valley schools by providing training and support for underprepared Math and Science teachers. With a focus on enhancing teacher credentials and improving student outcomes, the initiative targets the diverse student population in the Monterey Peninsula Unified School District. The program includes lesson plans, resources, and troubleshooting support to facilitate effective teaching practices aligned with state and national standards. The project budget and detailed design document outline the scope of work, tasks, timeline, and resource allocation.
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The Science Education Teaching Unit Preparation ProjectS E T U PPrepared for the National Science FoundationNSF 01-136: Science, Technology, Engineering, and Mathematics Teacher Preparation (STEMTP)Prepared by Dr. Chris HasegawaCalifornia State University, Monterey BayCST 308Fall 2001Professor Carolyn SabinTeam Members Gillian Keisker, Enrico Monteleone and Maria Valladares
Needs Analysis: Teachers The Salinas High School District needs standards-based teaching • One in five teachers in the Salinas Valley and neighboring communities does not have a proper teaching credential • Eighty of the district's 540 teachers are in the first or second year of service. • The majority who are teaching Math, and Science, are teaching with a substandard credential.
Needs Analysis: Students The Salinas High School District is ethnically diverse Majority population is Latino (Mexican-American labor)
Needs Analysis: MPUSD teachers • Every year about 5% are new to the profession • From those 11% lack full credentials • By their fifth year 20% have left the district • Different ethnic background • 26% non white teachers • 40% of the students are minority • Little or no training in teaching to state/national standards
Needs Analysis: MPUSD students • Monterey Peninsula Unified School District • MPUSD students outscores Salinas High School District, but • results are also dismal • 20.3% of its graduates are UC/CSU eligible • 35.6% statewide are UC/CSU eligible • This disparity affects all racial/ethnic groups • Low income families
Needs Analysis: Conclusion • Under-prepared teachers • Low income • Background differences Factors to the poor academic performance
Content Description: The Site • Lesson Plan • Objectives • Background • Procedures • Resources • Troubleshooting • Troubleshoot • Forum
Work Plan • Tasks • Timeline • Resources