Application Process

On-line applications will be available as soon as dates for each academy are finalized. Up to 40 teachers, in teams of two to four, will be selected to attend each academy. Links to the on-line application will be on the individual workshop page. These are general guidelines and may vary from site to site.

• The school superintendent (or science or math coordinator) will nominate (or ask principals to nominate) teams of teachers from their district.  The teams must include at least one math and one physical science and/or physics teacher.
• The principal must submit a letter of support evaluating the teachers’ leadership potential, teaching expertise and ability to reach diverse students. The principal’s letter must also indicate their commitment to ensure access to evaluation data and a commitment to spreading the curriculum to classrooms beyond those of the academy-attending teachers.
• The application must include a table with the current demographics of the school, including percentages of English Language Learners, ethnic and racial composition, gender and socioeconomic status.

Selection criteria

• Potential for reaching underserved students, including ethnic and racial minorities, potential first-generation college attendees, rural students and students eligible for free or reduced-price lunch. 
• Potential impact on student learning.  Teacher statements explaining the teachers’ (and their students) needs and goals will be evaluated to determine the potential of this program for improving student content knowledge.
• Likelihood of dissemination throughout the school.  Teams with a strong plan for implementing curricular materials in classrooms beyond those of the participating teachers will have preference.
• Commitment to evaluation. Schools must be active participants in evaluating the efficacy of the program by providing baseline information, facilitating the administration of evaluation instruments, and supporting teacher participation.
• Impact on teacher careers.  Teacher statements will be evaluated to ascertain the potential impact on the teacher’s continued professional development. 
• Potential for strong math/science collaboration. Teams that have demonstrated prior collaboration (or strong potential for collaboration) will receive preference.  Teachers developing or teaching courses that blend math and science will receive preference.