What is PETE?
The PETE Follow-up Study evolved from the NSF/CETP Partnership for Excellence in Teacher Education (PETE) project funded in April 1995 for a period of 5 years. PETE was a far west regional educational partnership that consisted of the University of Texas at El Paso Colleges of Education and Science, the EL Paso Community College (EPCC), and the three largest urban independent school districts in the area. The PETE project was a component of the large systemic educational reform effort in the El Paso region that was initiated by the President of the University of Texas at El Paso. The PETE project, with its focus on developing excellence in pre-service teacher preparation in mathematics and the sciences, complemented and extended the improvement of the existing teaching force in the schools to the improvement of the teaching force of the future and the retention of new teachers in the profession. Over 70% of the students in the teacher education program are Hispanic and after graduation most of them remain in the area and teach in the local schools. The overall mission of the PETE project is to promote reform in the teaching and learning of mathematics and science, specifically in the preparation of the K-12 teachers of mathematics and science. The follow-up study was designed to document and assess the impact of the Partnership for Excellence in Teacher Education in the preparation of teachers in science and mathematics. The Follow-up funding continues to support graduate students (some of which were former CETP/PETE Scholars in a likelihood that new teachers will remain in the teaching profession.
What is the Robert Noyce Scholarship Program?
The Scholarships/Stipends and Mentoring Support (SSaMS) Project at the University of Texas at El Paso is designed for (1) pre-service teachers in teacher education programs who are juniors or seniors with a major in science or mathematics and (2) mathematics, science, technology or engineering professionals who are career changers and enrolled in an alternative teacher certification program. Project activities focus on developing a cadre of new teachers who have developed mentoring/research team relationships with STEM faculty mentors and teacher mentors who are recognized leaders in science and/or mathematics teaching in their schools or district or recommended by SSaMS faculty mentors. Mentoring and the configuration of the mentor relationship will facilitate the induction into and retention of new teachers in the teaching profession, the development of scholar-teacher-faculty research teams, and the development of teaching as a profession. Scholarships for a maximum of two years are awarded to pre-service teachers who meet the selection criteria. Stipends of one year are awarded to STEM professionals, who are career changers and are enrolled in an alternative certification program and who meet selection criteria. Scholarship or stipend recipients must (1) participate in all project activities and the action research project focused on the teaching and learning of mathematics and/or science (2) receive a passing score on the teacher certification examination as a first time test taker (3) complete two years of service as a teacher for every year of support and (4) continue to participate in project and evaluation activities for the duration of the grant plus one year.
The project is designed to (1) increase the number of teachers qualified to teach mathematics and science at the Pre-K, elementary, middle or secondary levels, (2) develop communities of practice around teaching and research into the teaching and learning of mathematics and science; and (3) create a mentoring program designed to support induction, retention, and increased professionalism through establishing SSaMS project research teams composed of a STEM faculty mentor, STEM teacher mentor, and a STEM professional (1 to 3) or pre-service intern (1 to 3) or a combination of stipend and scholarship recipients. Support for an action research project awarded to each of the team. Research is conducted in College of Education designated Partner Schools or with the permission of principal and district research and evaluation unit. Project deliverables include: a six month progress report, a poster presented at the UTEP Student Research Expo, an end of a year report and a copy of a completed paper that has been submitted to a conference or a journal. Currently, a total of nineteen scholarship and/or stipend recipients are being supported through the SSaMS program. There are twelve university faculty and twelve school mentors involved in this project.