Next Generation Science Standards (NGSS) science and engineering practices are ways of eliciting the reasoning and applying foundational ideas in science. As research has revealed barriers to states and schools adopting the NGSS, this mixed-methods study attempts to identify characteristics of professional development (PD) that will support NGSS adoption and to improve teacher readiness. In-service science teachers from across the nation were targeted for the survey and responses represented 38 states. Research questions included: How motivated and prepared are in-service 7-12 teachers to use NGSS science and engineering practices? What is the profile of 7-12 in-service teachers who are motivated and feel prepared to use NGSS science and engineering practices? The study revealed that teachers identified engineering most frequently as a PD need to improve their NGSS readiness. High school teachers rated themselves as more prepared than middle school and all teachers who use Modeling Instruction expressed higher NGSS readiness. These findings and their specificity contribute to current knowledge, and can be utilized by districts in selecting PD to support teachers in preparing to implement the NGSS successfully. 416

The nation's middle schools suffer from a shortage of qualified science and mathematics teachers. To address this need, one university in the southwest has developed the Modeling Institute, a master's degree program for in‐service elementary educators interested in teaching science and mathematics at the middle school level. Identifying the profile of teachers interested in pursuing additional coursework in science and mathematics is necessary to more effectively attract candidates and to better facilitate the program. Thus, we administered an online survey to in‐service teachers to uncover needs and influencing factors. Data revealed that the majority (60%) of 324 in‐service teachers are interested in pursuing additional education, beyond that reflected on their current transcript, as a route to becoming more competent in teaching and integrating science and mathematics. The present study provides a plausible profile of K‐8 certified teachers interested in pursuing a master's degree program or postbaccalaureate coursework to achieve content expertise in science and mathematics. Such a profile can assist universities in designing math‐ and science‐related programs that meet the needs of in‐service teachers and districts they serve by increasing the number of teachers who are qualified (by transcript and test scores) and competent in their content.