Dr. Carl J. Wenning Department of Physics Illinois State University

 Nationwide…  1.1M students are taking physics with 23k teachers.  there are 1,200 “new hire” physics teachers annually.  only about 1/3 of new hires have a degree in physics or physics teaching.  Nationally there are not enough…  high school physics teachers.  physics teacher education majors.  quality teacher preparation programs. 10/25/2015OSU SeminarSlide 2 of 18

 Ultimately all problems are local.  How do we do a better job of recruiting, preparing, and retaining high school physics teachers?  Several successful PTE models exist:  PhysTEC/PTEC  UTeach  Other university models:  Rutgers University  SUNY College at Buffalo  Western Michigan University  Illinois State University 10/25/2015OSU SeminarSlide 3 of 18

 Recruitment – How do we entice high school students into physics teaching careers?  Preparation – How do we best educate our candidates so that they know and are able to do the work of the physics teacher?  Retention – How do we keep recently certified physics teachers working in the classroom? 10/25/2015OSU SeminarSlide 4 of 18

 Using a $500 AAPT mini grant, the ISAAPT started the Illinois Pipeline Project in  Our first step was to examine the existing situation in Illinois.  Our second step was to initiate marketing. We decided to:  identify the appeal of physics teaching,  communicate availability of programs, and  promote superior quality products. 10/25/2015OSU SeminarSlide 5 of 18

 Direct practices:  Student brochure/teacher booklet/web sites  Campus visits, mailings, phone calls  Departmental scholarship program  Solicitation of non-PTE majors/advising  Indirect practices:  Program graduates  Workshops for in-service teachers  PTE programs with significant Web presence  Learning and outreach assistants 10/25/2015OSU SeminarSlide 6 of 18

 Brochure and booklet published jointly by three state science teacher associations in  Illinois Science Teaching Web site Illinois Science Teaching Illinois Science Teaching  ISAAPT.org/teach Web site ISAAPT.org/teach  Detailed recommendations in a JPTEO report Detailed recommendations in a JPTEO report Detailed recommendations in a JPTEO report 10/25/2015OSU SeminarSlide 7 of 18

 How does one develop a large body of PTE majors unless one has a program of quality?  How does one develop a program of quality unless one has a large body of PTE majors?  Illinois State University appears to have solved the conundrum. 10/25/2015OSU SeminarSlide 8 of 18

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 “Development of the physics teacher educ- ation program at Illinois State University (an APS Forum on Education article) APS Forum on Education article APS Forum on Education article  “Change principles for departmentally-based physics teacher education program” (a JPTEO article). Change predicated on: JPTEO article JPTEO article  a commitment to programmatic change  an u nderstanding of how to initiate change  adequate release time to make changes  modeling of appropriate teaching practices  a faculty that supports change efforts 10/25/2015OSU SeminarSlide 11 of 18

 Begins early and is prolonged.  Supported with good advisement.  Consists of six required undergraduate physics teaching methods courses, and includes independent study for those interested in:  Modeling Mechanics  Models of Light  CASTLE  Other 2 nd semester topics from Modeling  Amusement Park Physics  Physics by Inquiry 10/25/2015OSU SeminarSlide 12 of 18

 Required undergraduate courses:  PHY Introduction to Teaching HS Physics  PHY Computer Applications in HS Physics  PHY Readings for Teaching HS Physics  PHY Teaching HS Physics  PHY Inquiry Methods for HS Physics  PHY Student Teaching Seminar  STT Student Teaching in Physics  Numerous graduate courses available. 10/25/2015OSU SeminarSlide 13 of 18

 Service Learning Project (209)  Urban Studies Field Trip (209)  Capstone Research Project (302)  Case Studies in Tutoring (310)  Diagnostic Learning Environment Project (311)  Lesson Study Project (311)  Theory-into-Practice Project (311)  NOS Case Studies (311, 312)  Social Context Project (353)  STT Effectiveness Reporting System (353) 10/25/2015OSU SeminarSlide 14 of 18

 Program overview  Goals of teacher preparation  Philosophy of preparation  Student knowledge base  Course syllabi  Objectives  Activities  Assessments 10/25/2015OSU SeminarSlide 15 of 18

 54 PTE graduates since 1995 (including 2 alternative certification candidates)  87% are still in the teaching field  It is our belief that quality preparation leads to retention in teaching  Now initiating an e-mentoring program for graduates to promote and sustain quality teaching, and retain teachers 10/25/2015OSU SeminarSlide 16 of 18

 ISAAPT guidebook program  Professional development workshops:  Modeling Method of Instruction  Problem-based Learning  Summer on-campus and on-line graduate courses for in-service teachers  alumni group:  Listserv news & updates  Regional reunions 10/25/2015OSU SeminarSlide 17 of 18

 New/crossover teacher workshops  Applying for a $2,000 AAPT mini grant  Joint venture of ISAAPT and CS-AAPT  Teaching High School Physics, a new textbook  National Institute for Physics Teacher Educators  5-year NSF proposal, targeted MSP  Development of PTE resources  Development of three levels of PTE curricula  Profession development for 96 PTE coordinators  Possibly working with AAPT and PTRA  If interested, contact 10/25/2015OSU SeminarSlide 18 of 18