The Philadelphia Regional Institute for STEM Educators seeks to share what we have learned about building partnerships and working with new STEM teachers. 

USTRIVE End-of-Year Conference Resources Booklets

Led by a team of researchers and practitioners affiliated with the Philadelphia Regional Institute for STEM Educators (PRISE, formerly the Philadelphia Regional Noyce Partnership), the USTRIVE project seeks to foster STEM knowledge and literacy with close to 3,000 students in grades 7 – 12 through the use of a social justice STEM framework (SJSP) using a socio-scientific issues (SSI) approach.

PRISE Annual Conference Resources Booklets

Teachers who attend professional development (PD) will also receive classroom support visits to implement these new instructional approaches with their students. To help embed and expand the use of SJSP in secondary education classrooms, a new professional learning community (PLC) will foster content-knowledge sharing and leadership development.

As the climate crisis continues to impact our social, political, and economic realities it’s essential that educators and advocates work to equip younger generations to build resilient and abundant futures in the face of catastrophe and loss.

Prise STEM Teacher Educator Career Exploration Fair Resource Booklets

The Cristo Rey Philadelphia High School STEM program provides opportunities for students to receive diverse instruction in their first two years, in order to make informed decisions on a more focused Pathway as an upperclassmen. While being exposed to a variety of content and careers in life science, engineering, and data science, students gain a realistic perspective on how their aptitude and interests can inform their future course and career decisions.

USTRIVE Teacher-developed Units of Study

This unit plan designed for 11th graders teaches them about the impact of the changing climate on a global and local scale. Students participate in dialogic conversation by sharing and explaining their initial position on the topic of climate change and then evaluate evidence (i.e. videos) to support that position.

USTRIVE Research Publications

STEM Instruction Through SocioScientific Issues Focused Professional Development. International Journal on New Trends in Education.

PRISE Conference Publications

The New Teacher Support Program (NTSP) proposes a flexible and individualized supportive services for new teachers designed to address the problem of teacher retention, especially in the area of early career, STEM teachers in high needs urban schools.

The New Teacher Support Program provided twenty-six novice STEM teachers in high needs districts a comprehensive, flexible, and individualized induction support that utilized mentoring, social network building and professional development to increase teacher retention rates of the participants. This paper describes research-based components of the model.


Teacher learning must be continuous; extending from their preservice coursework throughout the induction period, which proceeds from the point of hire in a district through the second to third year of teaching (Weathers, 2013). While some state departments of education have called on preparation programs to support their graduates once they are in the field, preservice programs cannot provide early career teachers with all they need to know.