Transcript XXX University - The Robert Noyce Scholarship Program

Noyce Program Annual
Conference
8 July 2010
Washington, DC
Know Your Audience: Marketing Strategies
to Recruit Teachers
Monica Plisch, American Physical Society
Brett Westbrook, University of Texas at Austin
Chris Anderson, Grimwhimsy Communications
Need for High School
Physics Teachers
Relative Demand by Field
Fields with Considerable Shortage (5.00 - 4.21)
Severe/Profound Disabilities (Spec. Ed.)
Mathematics Education
Physics
4.47
4.46
4.39
Multicategorical (Spec. Ed.)
Mild/Moderate Disabilities
Chemistry
Mental Retardation (Spec. Ed.)
Emotional/Behavioral Disorders (Spec. Ed.)
Bilingual Education
Learning Disability (Spec. Ed.)
Visually Impaired
Dual Certificate (Gen./Spec.)
Hearing Impaired
Speech Pathology
4.39
4.37
4.35
4.34
4.31
4.31
4.28
4.24
4.23
4.23
4.21
2008 AAEE (American Association of Employment in Education)
Educator Supply and Demand in the United States Report
www.PhysTEC.org
2
Physics Teacher Education
For comparison,
secondary teachers with
a major in the field
(2004):
Science (all)
77%
Math
61%
English
76%
Social Studies 79%
Source: Schools and staffing survey,
National Center for Education Statistics
www.PhysTEC.org
3
PhysTEC Project Partners
• National Science Foundation: PHY; DUE (MSP, ATE, CCLI,
Noyce); DMR
• APS Campaign for the 21st Century
www.PhysTEC.org
4
PhysTEC Project Goals
• Demonstrate successful models for:
• Increasing the number of highly-qualified high school
physics teachers
• Improving the quality of K-8 physical science teacher
education
• Spread best-practice ideas throughout the physics
teacher preparation community
• Transform physics departments to engage in
preparing physics teachers
www.PhysTEC.org
5
Increase in Physics Teachers
Educated at PhysTEC Institutions
25
Number of Teachers
(3 year totals)
Before PhysTEC
20
Years 1 - 3
Years 4 - 6
15
10
2001- 20042004 2007
5
0
Arizona
Arkansas
Cal Poly*
Colorado*
Western
Michigan
Non
PhysTEC**
*Became a PhysTEC site 2003 or later
**Number of physics certifications averaged over 319 institutions in 15 states. Note that all PhysTEC
teachers are more highly qualified than the minimum standards in most states.
www.PhysTEC.org
6
Building a Physics Teacher
Identity
• Physics students strongly identified with discipline
• Many students have considered teaching but are
undecided
• Problem: often a large divide between physics and
education
• Solution: transform physics department culture to
value teaching
• Students maintain physics identity and build
teacher identity
www.PhysTEC.org
7
Introductory Course Reform
• Implement research-based
curricula that improve
student learning
• Model effective teaching
practices
• Put best instructors in intro
courses
• Explicitly value teaching
and the teaching profession
www.PhysTEC.org
8
Early Teaching Experience:
Learning Assistants
LA program
• Undergraduate TAs
• Concurrent pedagogy course
• Early teaching experience
Impact
• Teacher recruitment
• Class performance improves
• LA’s knowledge increases
www.PhysTEC.org
9
Teachers in Residence
TIR Activities
• Interact one-on-one with prospective teachers
• Mentor pre-service and in-service physics teachers
• Implement Learning Assistant
programs
• Serve as living role model of a
physics teacher
• Build professional learning
communities
www.PhysTEC.org
10