E=mc2 (Transition to Teaching) Program

The University’s new E=mc2 program is designed to train mid-career professionals and recent college graduates for teaching math and science in the middle grades. For this work, the College of Education, in partnership with the College of Science and Technology, was recently awarded more than $3 million as one of 42 national Transition to Teaching grants by the US Department of Education.

This program complements the TUteach program, an undergraduate teacher preparation in math and science, funded through an award from the National Math and Science Initiative (NMSI).

In addition to the E=mc2 and TUteach programs, the College of Education already prepares more than 400 new teachers each year across a variety of undergraduate,  graduate, and post baccalaureate initial teacher preparation programs.

Applications are available on-line by clicking here (the application can be printed out and then filled in, or filled in online and then printed out), Letters of Recommendation are available by clicking here, and Brochures are available by clicking here or by calling Marilyn Murphy at 215-204-3372 to request mailed copies.

Growing Need for Qualified Math and Science Teachers

Recent data show that there are significant needs for improvements in math and science teaching and learning, especially in secondary schools.  Among 30 countries, 15-year-old students in the U.S. rank 25th in mathematics and 20th in science, scoring lower than comparable students in such countries as Poland, Finland, and South Korea.  And in Pennsylvania, only 53.7% of 11th-grade students perform at or above proficient on the PSSA in math.  And while there have been modest performance gains over the last few years, the situation is much worse for poor and minority students.  Less than one-third of Pennsylvania’s African American (24.6%), Latino (27.7%), and economically disadvantaged (31.7%) 11th graders are proficient in math. More disheartening, only 11.8% of 11th graders in special education are proficient in math.  A significant factor in the underperformance of these students is the supply of high-quality teachers of mathematics and science.   Only about 9% of all new Pennsylvania teacher certificates are issued in math and science each year; and more than 67% of Pennsylvania districts report teacher hiring challenges in science and 62% in math. The problem is particularly acute in the Philadelphia area and urban schools in general. (For more information on the quality of Pennsylvania teachers, visit the Governor’s Commission on Training America’s Teachers.)

Transition to Teaching Partners

Are you or your company interested in increasing the number of quality math and science teachers?

The College of Education seeks partners, individuals and corporations, to join us in addressing this pressing issue.  We welcome those professionals with a math or science background who may be interested in exploring teaching through the Transition to Teaching program, as well as financial assistance (scholarships) for students enrolled in the TUteach program. Please contact:

Marilyn Murphy, Ed.D.
Deputy Director of the Urban Education Collaborative
Center for Research in Human Development and Education
Temple University
905 Ritter Annex
1301 Cecil B. Moore Avenue
Philadelphia, PA 19122-6091
(215) 204-3372
FAX: (215) 204-5130
Email: murphyma@temple.edu