Alternative Pathways, Alternative Solutions toPhysics Te.ppt

1、Alternative Pathways, Alternative Solutions to Physics Teacher Demand in NYS,Physics First, Cornell University 28 July 2004Joe Zawicki, Department of Earth Science and Science Education, SUNYBuffalo State College 130 SCIE Bldg BSC, 1300 Elmwood Ave, Buffalo NY 14222, E-mail: zawickjlbuffalostate.edu

2、 Dan MacIsaac, Department of Physics, SUNYBuffalo State College David Henry, Department of Elementary Education and Reading, SUNYBuffalo State College Dewayne Beery, Department of Physics, SUNYBuffalo State College Kathleen Falconer, Department of Elementary Education and Reading, SUNYBuffalo State

3、College,26-27 July 2004,Physics First, Cornell University,2,DUE0304097DUE0434103,Supporting Partners,26-27 July 2004,Physics First, Cornell University,3,National and New York State Demand for Physics Teachers,Currently there is not, in fact, a general nation-wide shortage of teachers in the United S

4、tatesThere are adequate numbers of prepared and certified teachers to meet most of the nations needs“We face shortages of people willing to work at the salaries and under the working conditions offered in specific locations” - in rapidly growing, rural and urban areas.” (Darling-Hammond, 2001).Real

5、teacher shortages do exist in a few subject fields - most particularly in special education, mathematics, physics, chemistry, and Spanish in order of national demand (AAEE, 2003),26-27 July 2004,Physics First, Cornell University,4,Physics Teacher Preparation,US national high school physics enrollmen

6、ts are at a fifty-year high (AIP, 1999; Neuschatz CSMTP, 2001).,26-27 July 2004,Physics First, Cornell University,5,Certified Physics Teachers,61% of public and 27% of private high school physics teachers are state certified to teach physics NCLB certification changes are suggested but not standardi

7、zed NYSED reacts to NCLB,26-27 July 2004,Physics First, Cornell University,6,Changing Certification Requirements,NY State Education Department (NYSED) has intensified teacher certification and high school science graduation requirements (NYSED, 2000) Curriculum and exam renovations have incorporated

8、 increased levels of conceptual understanding (Zawicki, Jabot, Falconer, MacIsaac, Henry & Fischer, 2003),26-27 July 2004,Physics First, Cornell University,7,Changing Certification Issues,The NYS demand has increased (Willie-Schiff, 2002) NYSED physics certification requirements have increased: thir

9、ty credits in physics (NYSED 2004) successful completion of the Content Specialty Test in Physics (NES, 2002) Following initial certification, teachers must complete a Masters degree within three (five) years to earn professional certification (NYSED 2004).,26-27 July 2004,Physics First, Cornell Uni

10、versity,8,26-27 July 2004,Physics First, Cornell University,9,Current Physics Teachers Nearing Retirement,728 teachers are over the age of fifty This represents 43% of the entire NY HS physics teaching population, orover half of the 2002 NYSED physics- certified HS physics teaching population.,26-27

11、 July 2004,Physics First, Cornell University,10,26-27 July 2004,Physics First, Cornell University,11,Irregular Certification,Hot button (US Department of Education Secretarys Annual Report, 2002, p21; Darling-Hammond, 2002; Darling-Hammond & Youngs, 2002) Alternative certification Differs from tradi

12、tional certification pathways Usually avoids student teaching Emergency certification Transcript Evaluation,26-27 July 2004,Physics First, Cornell University,12,Third Year Departure Rates,Traditional programs 33% Extended five-year programs - 10% Emergency or Temporary 90-100% Short-term hiring poli

13、cies are costly in the long term, and dollars spent upon teacher preparation are one of the most cost-effective predictors of student achievement.,26-27 July 2004,Physics First, Cornell University,13,There are many “ifs”, but if the program is run correctlythere is a clear need for,“ extended teache

14、r education programs with year-long internships in high quality alternative pathways at the post-graduate level for mid career changers” (Darling-Hammond, 2000, p35).,26-27 July 2004,Physics First, Cornell University,14,Alternative Certification Demographics,Alterative certification teachers: Leave

15、the profession at higher rates Are preferentially hired Are far more likely to seek immediate employ after certification (30-40% of new teachers graduating from traditional programs are not immediately employed),26-27 July 2004,Physics First, Cornell University,15,Alternative Certification Demograph

16、ics,Alterative certification teachers: Held the highest percentage of employment after five years (Harris, Camp and Adkinson, 2003). Recruit significantly more minority teachers than do traditional programs. These minority teachers are significantly more likely to be employed in urban schools servin

17、g minorities are significantly more likely to teach mathematics and science are more likely to have considerable business or military experience.,26-27 July 2004,Physics First, Cornell University,16,Alternative Certification Demographics,Alternative certification program teachers have uniquely attra

18、ctive backgrounds, interests and levels of underrepresented minority representation sought by schools, and alternative certification programs can address needs not adequately met by traditional programs.,26-27 July 2004,Physics First, Cornell University,17,Buffalo State College, 11,000 students Buff

19、alo is the second largest city in NYS Largest comprehensive college in the SUNY system The only urban SUNY campus 18% part-time student population 16% minority student population (mostly African American) 55% female student population 740 evening-only students and about 450 disabled students attend

20、BSC,26-27 July 2004,Physics First, Cornell University,18,Buffalo State College,Undergraduate students 28% major in education many are first family college attendees BSC classes are typically small BSC was the first and still is the largest National Council for Accreditation of Teacher Education (NCA

21、TE) SUNY Institution BSC is a Carnegie Masters I institution, specializing in Bachelors and Masters -level students,26-27 July 2004,Physics First, Cornell University,19,Development of the PTP Program,Program revisions in 2001-2002 lead to the development of two programs: streamlined alternative cert

22、ification program (M.S.Ed.- Physics with Alternative Certification) The regular program (M.S.Ed.- Physics) was revised to address forthcoming NY state permanent certification requirements. Both revisions incorporate physics coursework that supports a second certification in physics The MSEd programs

23、 satisfy the NYSED requirement for an approved masters degree which can lead to permanent or professional teacher certification (NYSED, 2004).,26-27 July 2004,Physics First, Cornell University,20,PTP Academy,In summers 2000 and 2001, BSC Physics, EER and BSC Department of Earth Sciences and Science

24、Education (ESSE) faculty collaborated on the creation of Pathways to Physics Teaching PTP Summer Physics Academy intensive boot camps for MS physical science and HS physics teachers run 10 hours+/day for 2-3 weeks courses are similar in format to better-know courses offered by the Modeling Physics G

25、roup at Arizona State University (Modeling Physics, 2004; Wells, Hestenes & Swackhamer, 1995).,26-27 July 2004,Physics First, Cornell University,21,PTP Academy,Academy courses are unique Run for profit, unsupported by external funding of instructors, or participant stipends Demand has grown; ninety

26、teachers enrolled during the summer of summer 2003. Most of these teachers paid full graduate tuition Some NSF STEMTP (National Science Foundation - Science, Technology Engineering and Mathematics Teacher Preparation) funding Some funding from the BSC Center for Excellence in Urban and Rural Educati

27、on (CEURE) (MacIsaac, 2003; Truscott, 2001). A recent NSF-Noyce Grant will support some future candidates,26-27 July 2004,Physics First, Cornell University,22,Buffalo Public Schools,A large ( 46,000 student), inner-city, high-need, urban school district Over 64% of BPS students are eligible for free

28、 or reduced lunch programs (Department of Education Title II definition as a “high need“ district) Employs more than 3600 preK-12 teachers, including about 170 grade 7-12 science teachers.,26-27 July 2004,Physics First, Cornell University,23,Buffalo Public Schools,Fall of 2002, only eight of eightee

29、n BPS high schools (45%) taught physics only 511 BPS students wrote physics exams (10% of eligible students) Fewer than 50% of physics teachers hold NY state certification to teach physics 70% of BPS students taking physics are attending Hutchinson Central Technical High School There are some BPS hi

30、gh schools where physics is never regularly taught (Shriver Josef, 2002), which is becoming very problematic in light of new NYS graduation requirements.,26-27 July 2004,Physics First, Cornell University,24,CEURE,The Center for Excellence in Urban and Rural Education (CEURE) at Buffalo State College

31、 is dedicated to the recruitment of, commitment by, and retention of qualified and effective teachers for high-need urban and rural areas. The centers mission is to work with the greater educational community “to respond thoughtfully and effectively to societal realities, the Center will work in par

32、tnership with schools, communities, institutions of higher learning and other constituencies.”,26-27 July 2004,Physics First, Cornell University,25,CEURE,CEURE has provided supplementary funding arrangements since 2000 CEURE has an outstanding commitment to continue supporting the academy through to

33、 institutionalization and self-sufficiency. CEURE expertise will augment advertisement, recruiting and FTC creation and support efforts in particular.,26-27 July 2004,Physics First, Cornell University,26,Program Admission Requirements,26-27 July 2004,Physics First, Cornell University,27,26-27 July 2

34、004,Physics First, Cornell University,28,26-27 July 2004,Physics First, Cornell University,29,PTP Courses,PTP courses are assembled from physical science curricula developed by world class PER researchers and curriculum developers under NSF sponsorship Collaborate with the developers of curricula St

35、udents also participate in project evaluation,26-27 July 2004,Physics First, Cornell University,30,PTP Courses,Modeling Physics (Arizona State) Force Concept Inventory (Hestenes, Wells MacIsaac 1997) the ONLY physics teaching curriculum identified as exemplary by the US Department of Education. Cons

36、tructing Physics Understanding (CPU) (San Diego State) Powerful Ideas in Physical Science (PIPS) (AAPT, Boise State),26-27 July 2004,Physics First, Cornell University,31,PTP Courses,BSC has used the Constructing Physics Understanding (CPU) curriculum from Fred Goldbergs group for five years now by P

37、TP staff with pre- and in- service teachers. The Powerful Ideas in Physical Science (PIPS) curriculum has been used by the PI for three years for pre-service elementary teacher instruction and is currently under development by Dewey Dykstra.,26-27 July 2004,Physics First, Cornell University,32,Recru

38、itment & Participation,Regional and statewide mailings to high schools Posters and appearances at the statewide and regional conferences Website Regional news articles WNYPTA meetings New York State Section of the AAPT Word-of-mouth Advertisement in national publications such as The Physics Teacher

39、and regional engineering alumni newsletters has been considered. (Program enrollments are nearing capacity we will shortly start qualified turning applicants away.),26-27 July 2004,Physics First, Cornell University,33,Recruitment & Participation,35 active candidates 13 active M.S.Ed. (Physics by alt

40、ernative certification) candidates, or career switchers 22 “traditional”, second certification candidates 10 alternative certification candidates hold engineering degrees (77%) Non-engineers hold bachelors degrees in physics 63% (22/35) of our masters program candidates already hold teacher certific

41、ation, and almost all of these are working teachers.,26-27 July 2004,Physics First, Cornell University,34,In Conclusion,There is a substantial need for new physics teachers in New York State Alternative certification programs, such as the PTP project at BSC, lead to retention in teaching beyond the

42、third year The PTP program continues to demonstrate growth,26-27 July 2004,Physics First, Cornell University,35,Questions, concerns,Resources: This talk http:/physicsed.buffalostate.edu/pubs/PhysFirst The paper http:/physicsed.buffalostate.edu/pubs/JPTEOFor additional information: zawickjlbuffalostate.edu (716) 878-3800,