high school physics teacher preparation: phystec …global physics department 18 july 2012! the...

Global Physics Department

18 July 2012 The Web

High School Physics Teacher Preparation: PhysTEC and National Solutions

Theodore Hodapp

Director of Education and Diversity American Physical Society

www.PhysTEC.org ©2012, T. Hodapp, Email: [email protected]

Need for High School Teachers

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Relative Demand by Field: Highest Demand Fields !!

Considerable Shortage (5.00 - 4.21)!Physics !4.26!!

Some Shortage (4.20 - 3.41)!Spec. Ed. – Multi-categorical !4.15!Mathematics !4.13!Chemistry !4.12!Spec. Ed. !4.06!Spec. Ed. – Mild/Moderate Disabilities !4.04!Spec. Ed. – Learning Disability !4.03!Spec. Ed. – Mental Retardation !4.03!

2010 AAEE (American Association of Employment in Education) Educator Supply and Demand in the United States Report


High school classes taught by teacher with degree in the field

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www.PhysTEC.org ©2012, T. Hodapp, Email: [email protected] 4

HS Physics Teacher Education

26%

9% 9%

2%

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10%

15%

20%

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Major Minor Major Minor

Physics Education Physics

Source: AIP Statistical Research Center


High School Students Studying Physics

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Demographics of High School Physics Teachers

•  27,000 Physics Teachers Nationwide •  1,400 new physics teachers each year •  ~450 of these have a physics major or minor

•  Fraction of students taking physics growing by 8% per decade


PhysTEC Project Goals

• Transform physics departments to engage in preparing physics teachers

• Demonstrate successful models for increasing the number of highly-qualified physics teachers

• Spread best-practice ideas throughout the physics teacher preparation community


PhysTEC Project

Demonstration Projects •  Comprehensive (< $300k)

•  All key elements •  Teacher in Residence

•  Targeted sites (< $75k) •  Innovative ideas, smaller sites

•  National models •  Institutional support •  Now 27 supported sites

National Coalition •  National conference •  Community leaders •  Topical workshops •  Sharing innovative ideas •  Broad dissemination •  263 member institutions


PhysTEC Key Components

• Recruitment • Teacher-in-Residence • Course Reform • Learning Assistants (exposure to teaching) • Collaboration • Teacher Advisory Groups •  Induction / Mentoring • Sustainability

Its not rocket science…


Key Element: Champion

• Promote/lead program from within Physics Dept. • Contact with administration to build long-term support • Faculty advocate • Student advocate • Obtain funding • Bridge between Physics/Education/K-12 schools • Knowledge of issues/literature • Recruiting lead


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Arizona (2001-2007)

Arkansas (2001-2007)

W. Michigan (2001-2007)

Cal Poly (2003-2007)

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*Number of physics certifications averaged over 319 institutions in 15 states. Note that all PhysTEC teachers are more highly qualified than the minimum standard in most states.

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PhysTEC Project Outcomes


PhysTEC Project Outcomes

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Arkansas Success Story

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Physics Majors Physics Teachers

Dramatic increase in majors enabled a large increase in physics teachers

PhysTEC funding starts

PhysTEC funding ends; program sustained locally


Undergraduate Physics and STEM majors

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Why Biology Doesn’t Have Our Problem

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Teacher Preparation Programs

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Number of graduates in 2-year period


Project Activities

•  National Conference on Physics Teacher Education: Feb 2010 Theme: Policy/Diversity (Washington DC) May 2011 Theme: Building Sustainable Programs (Austin) Feb 2012 Theme: New Paradigms (Ontario, Calif.) Mar 2013 Theme: Preparing the Next Generation (Baltimore)

•  Physics Teacher Education Digital Library www.PTEC.org •  National workshops of exemplar programs (RTOP, LAs, PCK,

Increasing majors) •  Regional workshops •  Book: Scholarship of Physics Teacher Education •  Sponsoring: National taskforce on teacher education •  Collaborative Associations (ACS, APLU, NMSI)

PhysTEC Member Institutions

0

50

100

150

200

250

300

2003

20

04 20

05 20

06 20

07 20

08 20

09 20

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2011

Updated April 2012

Supported Sites Member Institutions

Physics Teacher Education Coalition


Teacher Education is a Local Issue

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B.1

Appendix B: Where do PhysTEC teachers teach? *

33 of 54 respondents teach at a school that is within 50 miles of their PhysTEC institution ( ) 13 of 54 respondents teach at a school that is 50 to 200 miles from their PhysTEC institution ( ) 8 of 54 respondents teach at a school that is more than 200 miles from their PhysTEC institution ( )

*NOTES The 54 respondents account for less than one-‐third of all PhysTEC graduates, so it does not necessarily follow that this distribution pattern holds for all PhysTEC graduates. In this small sample, there were no statistically significant differences for graduates from schools located in smaller versus larger cities (less than 100,000 versus more than 100,000). The placement of the dots in this graph is representative only and does not necessarily indicate the actual location of respondents. The PhysTEC institution is indicated by the star.

Teach within X miles of their institution

•  60% 50 miles •  25% 50-200 miles •  15% >200 miles

PhysTEC Teachers: 54 respondents


PhysTEC Book

• Collection of scholarly articles on teacher education in physics

• All articles published in peer-reviewed journals

• Review article on research in physics teacher education

• Hardcopy sent to all physics departments

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Policy Directions

1)  All US students should have the opportunity to take at least one year of high quality physics in high school.

2)  Colleges and universities should expand and intensify their efforts to prepare physics teachers to achieve a national goal of educating 3,000 new physics teachers per year.

3)  Teachers should be prepared at least at an acceptable level, and preferably at recommended or exemplary levels, described below:

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Acceptable

The acceptable professional preparation needed for a beginning teacher of physics is: a.  An undergraduate major or minor in physics. b.  University-based pedagogical preparation, including physics-specific

teaching experiences mentored in person by an experienced teacher, leading to initial licensure.

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Recommended

The recommended professional preparation needed for a beginning teacher of physics includes: a.  An undergraduate major or minor in physics through courses employing

teaching practices informed by findings published in the physics education research literature.

b.  University-based pedagogical preparation in a program leading to licensure, with preparation that includes physics-specific teaching experiences mentored in person by an experienced physics teacher and preparation in physics-specific pedagogy.

c.  Continued mentoring and professional development of novice teachers in “learning communities” that link the initial preparation of teachers (at a college or university) with the long-standing practice of teachers in their classrooms. These learning communities will include both K-12 and university faculty and provide forums in which physics teachers can collectively address instructional challenges, share lesson ideas, and continue to grow and develop professionally.

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Exemplary

The exemplary professional preparation of beginning teachers of physics includes the following physics-specific characteristics, as described in further detail in the recommendations of the Task Force on Teacher Education in Physics. [http://www.ptec.org/webdocs/TaskForce.cfm]: a.  An undergraduate major or minor in physics through courses employing

teaching practices informed by findings published in the physics education research literature.

b.  A program that leads to deep conceptual understanding of general physics and the ability to apply concepts to quantitative problems and real life applications.

c.  A program that incorporates experiences, and development of facility with physics experiments, including designing, implementing and analyzing results of physics experiments.

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Exemplary (cont.)

d.  Multiple physics-specific pedagogy courses and physics-specific clinical experiences mentored by individuals with deep knowledge of high school teaching context, high school physics curriculum, relevant student ideas, productive instructional approaches, and effective assessment methods.

e.  Continued mentoring and professional development of novice teachers in “learning communities” that link the initial preparation of teachers (at a college or university) with the long-standing practice of teachers in their classrooms. These learning communities will include both K-12 and university faculty and provide forums in which physics teachers can collectively address instructional challenges, share lesson ideas, and continue to grow and develop professionally.

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