Mathematics and Science Teaching for English Learners (MAST-EL) Partnership: A Relationship among Elementary School Teachers, Preservice Teachers, Principals, Coaches, and College Faculty

The MAST-EL University and School Partnership supports a strategic infrastructure for preparing preservice and in-service teachers ensuring high quality mathematics and science instruction for English learners (ELs). The partnership in its second year consists of thirty-two in-service elementary tea...

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Bibliographic Details
Published in:	Teacher education & practice Vol. 27; no. 2-3; pp. 266 - 281
Main Authors:	Harding-DeKam, Jenni L, Reinsvold, Lori, Olmos, Antonio, Song, Youngjin, Franklin, Elizabeth, Enríquez, Mariana, Higgins, Teresa
Format:	Journal Article
Language:	English
Published:	Rowman & Littlefield 2014
Subjects:	College Faculty College School Cooperation Colorado Communities of Practice Elementary School Teachers English Language Learners Improvement Programs Inservice Teacher Education Institutes (Training Programs) Interprofessional Relationship Mathematics Instruction Mentors Participant Satisfaction Partnerships in Education Preservice Teacher Education Preservice Teachers Principals Science Instruction Teacher Collaboration Teacher Improvement Colorado
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Summary:	The MAST-EL University and School Partnership supports a strategic infrastructure for preparing preservice and in-service teachers ensuring high quality mathematics and science instruction for English learners (ELs). The partnership in its second year consists of thirty-two in-service elementary teachers, three instructional coaches, thirty preservice elementary teachers, five faculty members, and four principals. Preservice and in-service teachers are mentored, supported, and observed by school-based instructional coaches, principals, and faculty; attend a week long summer institute focused on content knowledge and pedagogical practices for ELs learning mathematics, science, and language/ literacy; and attend monthly professional learning community (PLCs) meetings during the school year. During the second year of the project, we have learned that a professional community is being built, that the summer institute was positively perceived, and that PLCs are supporting teachers' and preservice teachers' quests to become effective mathematics and science educators.
ISSN:	0890-6459