getting started

Getting Started

Replication of the UTeach STEM teacher preparation program is a five-year process comprehensively supported by the UTeach Institute. Before committing to implementing the UTeach model, key stakeholders should carefully consider whether UTeach is a good fit for their university and local context. Universities should first become familiar with the UTeach program model, before assessing their local needs and examining their capacity and commitment for successful implementation.

Developing a Thorough Understanding of the UTeach Program Model

Universities interested in replicating UTeach should first understand the instructional philosophy and operational details of the UTeach model. These resources are a good place to start:

Assessing the Need and Potential for Increasing Teacher Production

The strongest university candidates for UTeach replication demonstrate both a need for and the potential to increase the number of teachers they currently produce. Consequently, these universities tend to be located in areas with STEM teacher shortages not adequately addressed by their current STEM teacher production. They also have STEM major pools that are sufficient for recruiting students into the UTeach program. Universities without these characteristics generally are not strong candidates in a competitive selection process.

Determining Institutional and Community Commitment

Successful implementation of the UTeach model requires substantial institutional changes over time. To determine whether there are sufficient resources and a genuine commitment to institutional change, we suggest organizing a task force to thoroughly explore the following important questions. Deans of the involved colleges (e.g., science, education, and liberal arts equivalents), department chairs, faculty members, development officers, potential master teachers, and school district representatives all should be involved.

  • Is there a priority at the university president and provost levels to increase the number of STEM teachers produced by the university, as well as a commitment to provide budgetary support and adequate facilities?
  • Are content departments willing to require both a degree in the major and professional development courses to prepare high quality STEM teachers?
  • Are STEM departments willing to revise degree and certification plans to develop a program that students can complete in four years (i.e., 120 to 126 credit hours)?
  • Is there a willingness to replicate the UTeach program’s operational structure and curriculum with fidelity?
  • Are local school districts considered diverse and high-need, and are they willing to participate (i.e., provide host classrooms for field placements throughout the program)?
  • Is there a willingness to negotiate with state certification agencies to overcome any obstacles to UTeach replication (e.g., required field experience hours)?
  • Are there champions to act as co-directors who will facilitate collaboration across involved colleges and guide program implementation?
  • Is the College of Education (or equivalent) willing to phase out any competing undergraduate programs for secondary STEM teacher preparation?
  • Is faculty interest significant enough in the participating colleges for all required UTeach courses?