In a nutshell
Nationally there are 16 defined career clusters, that have a set of pathways within each cluster. Upon these definitions, the Fed’s provide funding through Perkins grants.
Each state can then have their set of clusters, and pathways, that may or may not align with the Feds. Georgia has 17 clusters, one more than the feds. You can see those clusters here
Within each cluster is a pathway. For example,in Georgia, the IT cluster has a Internet of Things (Embedded Programming)
If you go through each course that needs to be taught, you can define a teacher development pipeline to support those courses.
What the “TECS” model does is narrow the generalized STEM educator challenge to a narrow focus, of Technology, Engineering, Computer Science, and then we build a teacher pipeline to support those 42 courses.
Nationally universities have developed structure to deliver Math and Science teachers, but not really the TECS oriented ones. That is what we are specifically working to address.
The degree proposal is for students entering a traditional university, like the one a few miles from you, and becoming a teacher, much like someone goes into music ed, math ed, science ed, etc…
Right now, nationally, there is a great deal of churn, chaos, hyperbole, STEM-washing, etc, etc from people trying to fix the STEM teacher issue. The report sweeps aside peripheral issues and focuses on fixing a specific slice of the teacher development problem.
This is not a high school degree program. It prepares high school graduates to become K-12 teachers.
Adjacent field models don’t generally work too well, ie. math or biology teachers becoming engineering teachers,etc
Career Change (engineers changing careers) models don’t work so well either for a bunch of reasons.
Burden Shift models such as becoming an engineer then getting teacher papers,just to teach, isn’t helpful either. It puts a high academic and financial cost on the potential candidate,and still really doesn’t align teacher preparation with classroom needs.
We understand purpose built teachers for math, science, music, reading, etc.
It is time to make purpose built teachers for TECS.
NSF is promoting a similarly related model called ATE, or Advanced Technology Education.
If you make it as far as page 30, you will see a model that loosely illustrates using FIRST programs as a teacher development tool in addition to the traditional role of FIRST as a student inspiration tool.
ITEEA and emerging Georgia PSC standards require that teachers learn the engineering design process. See the BLUE highlighted phrases on page 36. FIRST programs can be implemented to teach teachers that process.
The model sets up the teacher to be prepared to support a FIRST team when they enter practice.
The model also is set up to recruit teacher development candidates from FIRST alumni that are entering college.
Related to this model is something that is happening here in Georgia
Cobb County School District, the 24th largest in the nation, with 112,700 students, is planning to implement a robotics lab in every school. There are 114 schools in the district, 67 Elementary Schools, 25 Middle Schools, 16 High Schools, plus a few others.
So yes, we need an aggressive teacher development pipeline in Georgia to support the growth.