Chapter 2: A Mentorship Model For Stem Teacher Ed

This chapter presents a study of a model for mentorship in STEM education among preservice and in-service teachers and their mentors throughout their education and into the work force. Through the collaborative efforts of a college of education, college of arts and sciences, and local public school system, a National Science Foundation grant supported the development of a STEM education program. This study of the mentorship model takes a critical, mixed methods approach to 7 years of research into practice, considering what aspects of the mentorship model seem most effective in early career educator job satisfaction and self-efficacy and which areas needed improvement. Results of the self-study informed modifications to field experiences as well as a closer partnership between university faculty and mentor teachers such that STEM majors attaining a master’s degree in education complete a program focused more purposefully in clinical field experiences with the guidance of university mentors and mentors in secondary school settings.Throughout the United States a growing teacher deficit in STEM (science, technology, engineering, and mathematics) education means students in secondary mathematics and science classrooms are often taught by underqualified personnel or by those teaching outside their areas of expertise. It is not uncommon for STEM teachers to have limited formal training or be paid as long term substitute teachers who lack job security and thereby also dedication to the overall field. The teacher deficit is so great it has gotten attention on the federal level; the past two decades of presidents have advanced initiatives to globally strengthen the positions of United States in terms of STEM education. (Martin, Green, & Dean, 2016). In response to this need, a college of education collaborated with that same university’s college of arts and sciences and a local public school system. They developed a program through funding from the National Science Foundation by which qualified STEM majors may attain a master’s degree in education. The program has resulted in a dynamic mentorship model by which those matriculating through the program mentor others within their school as well as the next generation of STEM teachers.