1. Repairing the Illinois High School Physics Teacher Carl J. Wenning, PTE Coordinator, Illinois State University

2. 10/14/04ISAAPT Special Session: C. Wenning Page 2 of 33 Complete repair of any problem requires the following:  recognition that a problem exists.  correct identification of the problem source.  appropriate action aimed at repairing the problem.  must get at root cause for long-term solution.

3. 10/14/04ISAAPT Special Session: C. Wenning Page 3 of 33 Teachers: A Growing Demand  The US Department of Education predicts that the nation will need more than one million new teachers by 2010  Nearly half of the current teaching force of 2.6 million will leave teaching to retire or change careers in the next decade (NCES, 1998)  More than 1/4 of all current teachers are over age 50 and approaching retirement.

4. 10/14/04ISAAPT Special Session: C. Wenning Page 4 of 33 On a National Basis…  The attrition rate of new teachers is approximately 10% to 50% over the first three to five years of teaching depending on type of preparation. (Darling- Hammond, 1998; Fuller, SBEC, 2002)  Currently there is not a general nation- wide shortage of teachers in the U.S.

5. 10/14/04ISAAPT Special Session: C. Wenning Page 5 of 33 Nonetheless…  “We face shortages of people willing to work at the salaries and under the working conditions offered in specific locations - in rural and urban areas.” (Darling-Hammond, 2001)

6. 10/14/04ISAAPT Special Session: C. Wenning Page 6 of 33 Teacher Shortage Areas  Teacher shortages do exist in a few subject areas -- special education, mathematics, physics, chemistry, and Spanish in order of national demand (AAEE, 2003).  There is an adequate number of prepared and certified teachers to meet most of of the needs in other areas.

7. 10/14/04ISAAPT Special Session: C. Wenning Page 7 of 33 AIP Statistics Research Center

8. 10/14/04ISAAPT Special Session: C. Wenning Page 8 of 33 Enrollments in HS Physics 1948 - 2001

9. 10/14/04ISAAPT Special Session: C. Wenning Page 9 of 33 Girls as a Percentage of Total Enrollment in HS Physics   Increases in HS enrollments are occurring primarily in conceptual courses.   In college courses, ~20% of enrollments in engineering - type courses is female.   In college courses, ~60% of enrollment in algebra-based physics courses is female. Female Enrollments in HS Physics

10. 10/14/04ISAAPT Special Session: C. Wenning Page 10 of 33 Percentage of Students Taking HS Physics by Group AIP Statistical Research Center

11. 10/14/04ISAAPT Special Session: C. Wenning Page 11 of 33 Physics Teaching Nationally  Only 61% of public high school physics teachers are endorsed to teach physics  Only 27% of private/parochial high school physics teachers are endorse to teach physics.  Only about 1/3 of all physics teachers majored in physics or physics education (Neuschatz & McFarling, 2001)  More than 50% of all high school physics teachers are teaching out-of-field -without a major or minor in physics (AIP, 1999)

12. 10/14/04ISAAPT Special Session: C. Wenning Page 12 of 33 Science Excellence on a National and State Basis  82% of our nation’s 12th graders performed below the proficient level on the NAEP 2000 science test and this number has increased from 79% since 1995  The longer students stay in the current system, the worse they do. 4th graders 2nd place; 12th graders 16th place 4th graders 2nd place; 12th graders 16th place  PSAE results?

13. 10/14/04ISAAPT Special Session: C. Wenning Page 13 of 33 PSAE Science Achievement  According to Illinois’ PSAE 2002-2003 (ISBE, 2003): Only 51.3% of 11th graders met or exceeded the science performance standard Only 51.3% of 11th graders met or exceeded the science performance standard 38.0% of 11th graders fell below performance the science standard 38.0% of 11th graders fell below performance the science standard 10.7% of 11th graders substantially below and received “academic warning” - unable to use science knowledge effectively. 10.7% of 11th graders substantially below and received “academic warning” - unable to use science knowledge effectively.

14. 10/14/04ISAAPT Special Session: C. Wenning Page 14 of 33 Student Performance  While there is no direct link between teaching performance and student success per se, careful teacher preparation and subsequent high quality teaching are very important to overall student success.

15. 10/14/04ISAAPT Special Session: C. Wenning Page 15 of 33 IL Certified Physics Teachers  Growing demand - HS enrollments expected to grow through 2007; elementary demand remains level.  64% of Illinois public high school physics teachers are endorsed to teach physics, but this is better than the national average.  99% teach physics half time or more. (ISBE, 2004)

16. 10/14/04ISAAPT Special Session: C. Wenning Page 16 of 33 Illinois Physics Teacher Supply (IBHE, 2004)  123 districts report “severe under supply”  67 districts report “under supply”  33 districts report “adequate supply”  4 districts report “over supply”  4 districts report “sever over supply”  400 districts did not report on supply

17. 10/14/04ISAAPT Special Session: C. Wenning Page 17 of 33 Physics Teacher Demand Applying “Average Statistics”  440 public high school physics teachers  93% return to teaching each year (409)  7% leave teaching (31)  Open positions = 31 each year  23 accredited PTE programs graduate only 8 - 12 new physics teachers annually  Actual situation is worse than this ….

18. 10/14/04ISAAPT Special Session: C. Wenning Page 18 of 33 Projected Need - Physics Job Openings in IL (ISBE, 2004)  Supply in relation to demand suggests that 2/3 to 3/4 of all physics openings are filled by teachers with majors other than physics! SchoolYear04/0505/0606/0707/08 JobOpenings46485256

19. 10/14/04ISAAPT Special Session: C. Wenning Page 19 of 33 PTE Production Statistics  1994 - 1995: 22 accredited PTE programs 22 accredited PTE programs 8 programs reporting 8 programs reporting 3 institutions produced 50% grads 3 institutions produced 50% grads 0.69 graduates per program average 0.69 graduates per program average 50% had no students in the PTE major 50% had no students in the PTE major  2004 - 2005: 23 accredited PTE programs?

20. 10/14/04ISAAPT Special Session: C. Wenning Page 20 of 33 General Nature of Leakage 940K High School Physics Intro at 4-yr Colleges and Universities Intro Physics at 2-yr College Physics MajorPhysics Bachelor’s 340K 120K 7K 4K Data AIP Statistical Research Center THEM US

21. 10/14/04ISAAPT Special Session: C. Wenning Page 21 of 33 Sources of Teachers…  Recruitment “Native” students “Native” students Change-of-major students Change-of-major students Transfer students Transfer students 2nd degree students 2nd degree students Alternative certification programs Alternative certification programs  Retention in the major  Retention in the profession

22. 10/14/04ISAAPT Special Session: C. Wenning Page 22 of 33 Sources of PTE Majors -- the ISU Experience  Currently 33 PTE majors  Based on data from 1998-2004 23% “native” students (from high schools) 23% “native” students (from high schools) 46% transfer students (community colleges) 46% transfer students (community colleges) 31% second-degree students (universities) 31% second-degree students (universities)  High schools, community colleges, and universities all play an important role.

23. 10/14/04ISAAPT Special Session: C. Wenning Page 23 of 33 Failure to Retain a PTE Major Generally Speaking  Inability or unwillingness of students (Success=Ability*Motivation*Effort - SAME)  Disillusionment of student with post- secondary physics teaching  Inadequacy of physics teaching program  Appeal of other majors  Predatory practices by other sequences within a department

24. 10/14/04ISAAPT Special Session: C. Wenning Page 24 of 33 Other Routes to Teacher Prep  Alternative Certification  National Programs: Teach for America Teach for America Peace Corps Peace Corps Troops to Teachers Troops to Teachers Teacher Opportunity Corps Teacher Opportunity Corps  Problem: 90%+ in these latter program grads will have left teaching by the end of the 3rd year.  CF: 30% of traditionally-prepared (4-yr) teachers  CF: 10% of 4-year courses w/ 1-year STT

25. 10/14/04ISAAPT Special Session: C. Wenning Page 25 of 33 Retention in the Profession  Retention will not be solved by addressing only pay and benefits issues.  Teacher pay and benefits ranked third behind student attitudes and behavior, and treatment by school administrators. (Pisciotta, 2001)

26. 10/14/04ISAAPT Special Session: C. Wenning Page 26 of 33 Additional Findings  73% of the teachers who left the profession did not participate in an induction or mentoring program. (Piscotta, 2001)  “They’re not adequately prepared, and they’re put into a situation completely unsupported.” (Archer, 1999)

27. 10/14/04ISAAPT Special Session: C. Wenning Page 27 of 33 Sources of Retention Problems with NYC Teachers TeachersNoviceMaster SalaryLowHigh Preps 4-5 diverse 1-2 similar Students Lower socioeconomic status and minority students Higher socioeconomic status and college- bound students RespectLowerHigher Support Minimal to none Strong network (Darling-Hammond, 2001)

28. 10/14/04ISAAPT Special Session: C. Wenning Page 28 of 33 Illinois Teacher Retention  Largest supply of certificated IL teachers is the previous year’s work force - 93% returned in 2003  The 2nd largest supply of IL teachers is the “first-time” teacher  The 3rd largest supply of IL teachers is the re-entering professional.  The 4th largest supply of IL teachers is the State’s alternative certification program.

29. 10/14/04ISAAPT Special Session: C. Wenning Page 29 of 33 Teachers for Downstate Schools & the ISU Experience  Teachers tend to return to their home communities to teach.  There are very few downstate teacher candidates at ISU.  Salaries downstate are lower: (mean salary statewide is $51,500) Downstate ~$23,000 to start Downstate ~$23,000 to start Metropolitan Chicago ~40,000 to start Metropolitan Chicago ~40,000 to start  Huge downstate need for physics teachers

30. 10/14/04ISAAPT Special Session: C. Wenning Page 30 of 33 ISBE Responds to NCLB “High Quality” Legislation  After 2006 or 2007: New physics, chemistry, biology teachers become “science” teachers only New physics, chemistry, biology teachers become “science” teachers only Endorsements to be replaced by designations Endorsements to be replaced by designations Any designation may teach ANY course not requiring an “introductory” course. Any designation may teach ANY course not requiring an “introductory” course. Only designations may teach AP or second year courses within their discipline. Only designations may teach AP or second year courses within their discipline.

31. 10/14/04ISAAPT Special Session: C. Wenning Page 31 of 33 “CPR” for the Illinois HS Physics Teacher Pipeline  Which comes first - repair or retention?  Consider CPR - respiration or circulation first?  Respiration without a circulation is worthless.

32. 10/14/04ISAAPT Special Session: C. Wenning Page 32 of 33 Physics Pipeline “CPR” Goal 1: Repairing the Pipeline  Retention Questions: Induction/mentoring programs? Induction/mentoring programs? Networking? Networking? New teacher packets? New teacher packets? Improving PTE programs? Improving PTE programs? “Concentrating” PTE majors? “Concentrating” PTE majors? ISAAPT Policy Statements? ISAAPT Policy Statements? Work group recommendations? Work group recommendations?

33. 10/14/04ISAAPT Special Session: C. Wenning Page 33 of 33 Physics Pipeline “CPR” Goal 2: Turning Up the Flow  Recruitment Questions: Recruitment guidelines for HS teachers? Recruitment guidelines for HS teachers? “Indentured servitude” plan for districts? “Indentured servitude” plan for districts? CC transfer agreements? CC transfer agreements? Grant-funded opportunities? Grant-funded opportunities? Loan forgiveness? Loan forgiveness? ISAAPT policy statements? ISAAPT policy statements? Work group recommendations? Work group recommendations?