From Candidate to Teacher:
Innovative Induction and Mentoring in the PhysTEC Noyce
B LippittVisiting Master TeacherSeattle Pacific University
Amber FrazierNoyce Scholar
Seattle Pacific University
Jon AndersonPhysics Teacher, Centennial High SchoolTiR & VMT Coordinator, PhysTEC
What is PhysTEC?
PhysTEC is a project to improve and promote the education of future physics and physical science teachers.
It is a partnership led by the American Physical Society and the American Association of Physics Teachers, with support from the American Institute of Physics.
For more information, please see www.PhysTEC.org.
What is the PhysTEC Noyce?The PhysTEC Noyce program works with six university campuses across the country
Ball State University, Cornell University, Seattle Pacific University, University of Arkansas, University of North Carolina, & Western Michigan University.
Scholarships are available to future physics teachers▪ Up to $15,000/year for two years▪ Junior or senior undergraduate▪ Post-baccalaureate student pursuing teaching
certification 2012 – 13 is the fourth year of funding
What Distinguishes the PhysTEC Noyce?
Visiting Master Teacher (VMT) at each site Experienced high school physics teacher Regular contact with scholars VMT program began with 2010-11
scholars Supported conference attendance for
scholars Poster presentations at AAPT Meetings Noyce conference
presenter/panelist/attendee Summer research/internship
opportunities for scholars
Pop Quiz!
Please respond individually to the following questions: What is induction? What is mentoring? What do new teachers need to be
successful? How is induction/mentoring best
delivered? How does your institution provide
induction/mentoring support?
The “Typical” Physics Teacher
Quality Teachers Need to be Recruited!
"More than one-quarter of teachers are at least 50 years old, and nearly half will retire over the next decade" (Hirsch, Koppich, and Knapp citing National Center for Education Statistics, Projection of Education Statistics to 2008).
Every year, approximately 500 physics teachers leave the profession and only 300 become newly certified to fill these positions.
Two-thirds of new physics teachers lack a physics degree, and over 90% of middle school physical science students are taught by teachers without a physical science major or certification.
After Recruitment, Quality Teachers Need to be Retained!Over half of all science,
mathematics, and engineering teachers in the U.S. leave the profession within their first ten years (Alt & Henk, 2007, from U.S. Department of Education study, To Teach or Not to Teach?)
Up to 40% of physics teachers leave the profession within five years
Isolation…often the only physics teacher in a school.
Why Induction/Mentoring?A review of 15 studies on induction and mentoring programs for new teachers shows that support and assistance for beginning teachers has a positive impact on three sets of outcomes:
teacher commitment and retention teacher classroom instructional
practices student achievement
(Ingersoll and Strong, 2011)
Induction & Mentoring Defined
Induction: A noun. The name given to a comprehensive, coherent, and sustained professional development program to support pre-service and new teachers.
Mentoring: A verb. The process, formal or informal, of a knowledgeable and skilled veteran guiding a relative novice through the maze of an organization or profession.
”Formal” Mentoring Opportunities
Student teacher/cooperating teacher In-school mentor for new teachers
Both in and out of discipline Day to day details of working in the
school Structured meeting times
District mentor for new teachersLocal area mentor for new teachers
via local organizations of teachers
“Informal” Mentoring Opportunities Teacher Advisory Groups at PhysTEC sites Classroom observation/PD for new
teachers RET at local university physics department Outreach with local university physics
department QuarkNet Workshop at site in area Physics Modeling workshop Smaller groups of physics teachers
State AAPT organizations Local organizations (Go4St8 Physics Teachers,
Chicago Area HS Physics Teachers, etc.)
Mentoring in the Digital Age AAPT e-mentoring
To connect high school physics educators who desire additional guidance with experienced high school physics educators willing to provide it.
NSTA New Science Teacher Academy To help promote quality science teaching,
enhance teacher confidence and classroom excellence, and improve teacher content knowledge.
Facebook & Twitter Blogs and List-serves Online Professional Learning Communities
(PLC)
Guidelines for Mentoring
Determine needs of mentee Individualize mentoring experience
based upon individual circumstances Small vs large district Rural vs suburban vs urban district Content vs pedagogy needs
Maintain regular mentor/mentee contact
Recognize that mentoring is a dynamic process that must respond to the changing needs of the mentee
Advantages to Mentors
Articulation of teaching practices and ideas
Critical appraisal of what and why topics are taught
Acquire new teaching ideas and techniques from mentees
Acquire new teaching ideas and techniques from fellow physics teachers
An opportunity to give something back to the physics teaching community
The role of physics departments in the recruitment, preparation
and support of pre-college teachers of physics
Lane Seeley and Stamatis Vokos,
Seattle Pacific University
Pam Kraus Facet Innovations LLC.
Supported in part by NSF grant DUE-0310583, PhysTEC, an SPU Academic Renewal Grant, and the SPU Science Initiative
Special Thanks to: Theodore Hodapp Director of Education and
Diversity, APS
The Local PictureWe need to dramatically increase our investment in math & science learning. Employers are demanding more workers with science, technology, engineering and mathematical skills. The top jobs in the new economy require an understanding of math and science, so our math and science curriculum must prepare students to meet state and international standards.
Governor Christine Gregoire, January 10th 2007
Recruitment
Preparation
Induction
ProfessionalDevelopment
Mentoring &Formative Assessment
LA Program
Introductory Course
Early Field Experience Two YearColleges
School of Education
School Districts
Physics dept. partners with …
Adv. Phys/Edu Courses
Student Teaching
First Year Teaching
Teacher Leaders
Continuing Education
Life Cycle of a Teacher
Professional Community
Tim
e
What is a Learning Assistant Program?
Intentionally constructed to…
Shape attitudes Impact vocational goals Recruit K-12 teachers
A week in the life of an LA at SPU
Most LA’s have prior exposure as students to curricular materials
Weekly LA Responsibilities• Attend 1 or 2, 80 minute training sessions.• Assist in 1 to 3, 80 minute tutorial sessions.• Grading 0 – 2 hrs.• Weekly journal prompts.• Bi-weekly pedagogy course 2 hrs.
Recruitment
How can LA’s can be personally confronted with the possibility of a career in teaching?
Who should be targeted?
Success at SPU
PhysTEC Noyce Scholar Survey ResultsSixteen current and former scholars
responded 93.8% interacted with VMT 93.3% started interaction in September 2011 100% felt “comfortable” or “very comfortable”
with mentorScholar Quotes
“experience, advice, and guidance through my first year…”
“Have been exposed to different professional groups for physics teachers as well as networking with other area physics teachers.”
“I have been able to ask lots of questions about teaching, job hunting, and life in general.”
VMT Survey Results
Five VMTs responded All had monthly communication with scholars.
80% communicated weekly or daily. 80% “usually” communicate via email, 20% face
to face 60% of VMTs initiated contact with scholar while
40% was initiated by both.VMT Quotes
“…I was able to fine tune my teaching skills and pedagogy by helping…”
“…the work has been valuable for my personal growth…”
“The scholar learned the value of professional development and networking with other teachers.”
Recruiting Video
http://www.phystec.org/video/video-noyce.php
PhysTEC Noyce Summary
22 scholars funded since 2009 Eleven received two years of funding Four scholars funded for 2012-13 Six are certified physics teachers and
teaching in high needs schools Six expect to begin teaching this fall
VMTs assigned to all scholars Resource person for job openings in area
schools Opportunity to maintain ongoing
mentoring
Phenomenal Odds
~23,00o veteran physics teachers in US
~300 new physics teachers/year