Presentation on theme: "Professional Development of High School Physics Teachers Based in part upon upcoming recommendations of the American Association of Physics Teachers (2007."— Presentation transcript:
Professional Development of High School Physics Teachers Based in part upon upcoming recommendations of the American Association of Physics Teachers (2007 draft document)
The Reflective Practitioner Science content is often learned best by one who teaches it. Science content is often learned best by one who teaches it. Science pedagogy is best improved upon in the light of experience. Science pedagogy is best improved upon in the light of experience. –What was I attempting to accomplish? –Did I accomplish my goal or objective? –What have I learned based on my experience? What should I change?What should I change? What should I keep the same?What should I keep the same? –How might I further improve my practice? –Where can I go to get new ideas?
Professional Organizations Local sharing groups Local sharing groups –Local physics alliance (Physics West, Physics Northwest, Quarknet, Central Illinois Alliance of Physics Teachers, etc.) –School-university partnerships State science associations State science associations –ISAAPT and CS-AAPT –ISTA National science associations National science associations –AAPT –NSTA
Summer Opportunities Workshops typically provided by: Workshops typically provided by: –Universities & Colleges –Professional Organizations Field trips typically provided by: Field trips typically provided by: –Museums –Commercial tour operators Employment typically provided by: Employment typically provided by: –Business and Industry –Research Institutes –National Laboratories
National Board Certification National Board for Professional Teaching Standards National Board for Professional Teaching Standards
School-University Partnerships Professional Development Schools Professional Development Schools –Teaching or co-teaching courses –Student Teacher –Clinical Student Professional Development Sites Professional Development Sites –Student Teacher –Clinical Student In-service teacher institutes In-service teacher institutes –Modeling Method of Instruction –Inquiry methods –Whiteboarding
Mentoring Working with Inexperienced Teachers Working with Inexperienced Teachers –Novice teachers –Cross-over teachers Peer Mentoring Peer Mentoring –Cooperative/collaborative groupings –Lesson study approach –Common planning period
Reading Journals Journals –The Physics Teacher (AAPT) –The Science Teacher (NSTA) Books Books –(any of the many encountered in our courses) Newsletters Newsletters –NSTA Reports eNewsletters eNewsletters –EdWeek Update –Teacher Magazine –NSTA Express Web pages Web pages –Science News Online Science News OnlineScience News Online –Scientific American Scientific AmericanScientific American –Discover Magazine Discover MagazineDiscover Magazine Listservs Listservs Blogs Blogs
Advanced Degrees M.A.T. M.A.T. –Generally for the uncertified M.S. or M.S.Ed. M.S. or M.S.Ed. –Content? –Pedagogy? Ph.D. or Ed.D. Ph.D. or Ed.D. –Research? –Practice?
Action Research What in-service teachers do. What in-service teachers do. Formal or informal. Formal or informal. Basis of most professional growth among teachers. Basis of most professional growth among teachers. Publication requires IRB approval. Publication requires IRB approval.