Physicsed.buffalostate.edu Physics First, Cornell University

Alternative Pathways, Alternative Solutions to… Physics Teacher Demand in NYS
Physicsed.buffalostate.edu Physics First, Cornell University 28 July 2004 Joe Zawicki, Department of Earth Science and Science Education, SUNY—Buffalo State College 130 SCIE Bldg BSC, 1300 Elmwood Ave, Buffalo NY 14222, Dan MacIsaac, Department of Physics, SUNY—Buffalo State College David Henry, Department of Elementary Education and Reading, SUNY—Buffalo State College Dewayne Beery, Department of Physics, SUNY—Buffalo State College Kathleen Falconer, Department of Elementary Education and Reading, SUNY—Buffalo State College

Alternative Solutions
Supporting Partners DUE DUE Research supported by: Buffalo State College Physics Education – Physics Teaching Pathways Project National Science Foundation Grants: STEM-TP Noyce PTP Alternative Solutions

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 States There are adequate numbers of prepared and certified teachers to meet most of the nation's 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 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) Scholars of teacher preparation have observed that currently there is not, in fact, a general nation-wide shortage of teachers in the United States (Darling-Hammond, 2000; 2001). In general, there are adequate numbers of prepared and certified teachers to meet most of the nation's needs, with waiting lists of teacher applicants for positions in affluent suburban districts, yet “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 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). Shortages in these last subject fields are exacerbated by the fact that these teaching fields require knowledge and skills in demand by other non-educational employers at higher rates of compensation (Darling-Hammond, 2001). Physics Teaching Pathways Alternative Solutions

Physics Teacher Preparation
US national high school physics enrollments are at a fifty-year high (AIP, 1999; Neuschatz & McFarling, 2000) Only about one-third of all physics teachers received a major in physics or physics education (Neuschatz & McFarling, 2000). More than half of all physics teachers (AIP, 1999) are actually teaching out-of-field (Ingersoll, 1999; CSMTP, 2001). In particular, there exists both intense national and New York State demands for certified high school physics teachers. Currently, US high school physics enrollments are experiencing continued growth leading to fifty-year high enrollment levels (AIP, 1999; Neuschatz & McFarling, 2000). Fewer science teachers major in physics than in other science disciplines, and many physics teachers (particularly urban and rural teachers) only teach physics itinerantly amongst other sciences (Neuschatz & McFarling, 2000; UTC, 2000). Only about one-third of all physics teachers received a major (or graduate degree) in physics or physics education, and adding physics minors only raises this total to 45% (Neuschatz & McFarling, 2000). As a result, the claim has been widely made that nationally more than half of all physics teachers (AIP, 1999) are actually teaching out-of-field, – that is without a degree or a minor in physics or physics education (Ingersoll, 1999; CSMTP, 2001). Physics Teaching Pathways Alternative Solutions

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 standardized NYSED reacts to NCLB This definition must be tempered with the recognition that 61% of public and 27% of private high school physics teachers are in fact state certified to teach physics, though state certification requirements vary widely. The recently passed US federal law concerning k-12 education known as the Elementary and Secondary Education Act (ESEA) of 2001 (No Child Left Behind or NCLB) (US Department of Education, 2003) has directed changes to teacher certification practices but not standardized this issue. Physics Teaching Pathways Alternative Solutions

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 increased levels of conceptual understanding (Zawicki, Jabot, Falconer, MacIsaac, Henry & Fischer, 2003) Partially in response to the NCLB in New York state, the state education department (NYSED) recently intensified teacher certification and high school science graduation requirements (NYSED, 2000), and renovated the Regents’ physics core curriculum and Regents’ exam, incorporating increased levels of conceptual understanding (Zawicki, Jabot, Falconer, MacIsaac, Henry & Fischer, 2003). Physics Teaching Pathways Alternative Solutions

Changing Certification Issues
The NYS demand has increased (Willie-Schiff, 2002) NYSED physics certification requirements have increased: thirty 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). This has further increased the NYS demand for high school physics teacher certification (Willie-Schiff, 2002), particularly for those non-physics certified science teachers who have been teaching physics (so-called cross-certification candidates). NYSED physics certification requirements were recently increased to include thirty credits in physics (NYSED 2004) and the successful completion of the Content Specialty Test in Physics (NES, 2002). Physics Teaching Pathways Alternative Solutions

In , NY State exceeded national norms (Table 1) and 65% of the 1700 NYS high school physics teachers were certified to teach physics (Willie-Schiff, 2002). However, another 21% of those teachers were not certified, were temporarily certified or were not recognized by the system, and an additional 14% of the total physics teacher pool was working under provisional certification. Following either initial or provisional certification, teachers must complete an approved Masters degree within either three or five years to earn professional certification in NY, depending upon the teacher’s initial certification date (NYSED 2004). Physics Teaching Pathways Alternative Solutions

Current Physics Teachers Nearing Retirement
728 teachers are over the age of fifty This represents 43% of the entire NY HS physics teaching population, or over half of the 2002 NYSED physics- certified HS physics teaching population. New York physics teachers actually lead the aging and imminent retirement trends of the general US national science and mathematics teacher population. A great many NY physics teachers are nearing retirement -- of the 65% of NY teachers with permanent certification, 728, (43% of the entire NY HS physics teaching population, or over half of the 2002 NYSED physics- certified HS physics teaching population) are over the age of fifty. Prospective estimates of retirements are not available, but these data strongly support the conclusion that there will be a significant number of retirements over the next decade. NY acutely needs both physics teachers new to teaching and the cross certification to physics of teachers with other certifications, who may already be in fact teaching physics. Physics Teaching Pathways Alternative Solutions

While underrepresented minority high school physics student enrollments are increasing along with the entire population, it appears that the enrollment gap between underrepresented and majority students in physics courses remains 'well-entrenched.' Alarmingly, non-white physics teachers are 'virtually non-existent' (AIP, 1999). About a quarter of current high school physics teachers are female (Ivie & Stowe, 2000), and about 47% of high school physics students are female (AIP, 1999). In conclusion, there is a tremendous demand for certified physics teachers, particularly in rural and urban core schools, and most acutely for certified minority physics teachers both nationally and in NY state. Physics Teaching Pathways Alternative Solutions

Irregular Certification
‘Hot button’ (US Department of Education Secretary's Annual Report, 2002, p21; Darling-Hammond, 2002; Darling-Hammond & Youngs, 2002) Alternative certification Differs from traditional certification pathways Usually avoids student teaching Emergency certification Transcript Evaluation Irregular certification has most recently become a ‘hot button’ political issue due to calls by the Bush administration for effectively dismantling teacher education systems and redefining teacher qualification to espouse alternative certification (US Department of Education Secretary's Annual Report, 2002, p21; Darling-Hammond, 2002; Darling-Hammond & Youngs, 2002). In general, alternative certification refers to a teacher certification program that differs from standard college programs of teacher preparation, usually by avoiding the extended guided field experience known as student teaching. Alternative certification is frequently confuted with emergency certification, which usually refers to a complete waiver of any teacher preparation to obtain a teacher otherwise unavailable. Other routes intermediate to these exist, particularly individual (aka transcript) evaluation in NYS. Physics Teaching Pathways Alternative Solutions

Third Year Departure Rates
Traditional programs – 33% Extended five-year programs % Emergency or Temporary – % Short-term hiring policies are costly in the long term, and dollars spent upon teacher preparation are one of the most cost-effective predictors of student achievement. Cogent and compelling scholarly critiques of irregular certification pathways exist, in particular Darling-Hammonds' research on New York City alternatively and emergency certified teachers (disproportionately hired to teach the least advantaged minority, lower-income urban students – a disconcertingly common theme in such arrangements) in Darling-Hammond received survey responses from some 3000 of a possible 9000 NYC teachers hired within their first three years (many missing respondents were no longer employed by NYC schools) in , and discovered that some on temporary or emergency certification had little more preparation than short summer workshops (Darling-Hammond, 2000; Darling-Hammond, Chung & Frelow, 2002). These candidates included those from several pathways, including the programs Teach for America (TFA), the Peace Corps, Troops to Teachers and Teacher Opportunity Corps – who had almost universally (90%-100%) left the profession by their third year. This compares to a third year departure figure of about one-third of traditionally trained teachers and about 10% of teachers prepared in extended five-year programs that include a full year of student teaching (Darling-Hammond, 2001, p15). Darling-Hammond then went on to do a detailed cost analysis on both the longer-term financial and educations costs of such ‘drive-by’ teacher hiring policies, including a cost analysis of differing variables in student achievement. Darling-Hammond constructed a strong case that short-term hiring policies are costly in the long term, and dollars spent upon teacher preparation are one of the most cost-effective predictors of student achievement. Physics Teaching Pathways Alternative Solutions

There are many “ifs”, but if the program is run correctly…there is a clear need for… “… extended teacher education programs with year-long internships in … high quality alternative pathways at the post-graduate level… for mid career changers…” (Darling-Hammond, 2000, p35). However, Darling-Hammond identified some very few alternative certification programs as quite successful – those few incorporating extended teacher mentoring and induction support interwoven with coursework and clinical training (Darling-Hammond, 2001). Furthermore, she explicitly called for the creation of “extended teacher education programs with year-long internships in … high quality alternative pathways at the post-graduate level… for mid career changers…” (Darling-Hammond, 2000, p35). Physics Teaching Pathways Alternative Solutions

Alternative Certification Demographics
Alterative certification teachers: Leave 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) Researchers note that though alterative certification teachers leave the profession at higher rates than do traditionally prepared teachers, they are preferentially hired by LEAs as new teachers and are far more likely to seek immediate employ after certification. Notably, up to 30-40% of new teachers graduating from traditional certification programs are not immediately employed as teachers. Physics Teaching Pathways Alternative Solutions

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 serving minorities are significantly more likely to teach mathematics and science are more likely to have considerable business or military experience. Due to this hiatus in accepting employment, of all 15,000 teachers prepared in Texas in 1995, the alternative certification program graduates still held the highest percentage of employment after five years despite having the highest attrition rate from the profession as working teachers (Harris, Camp and Adkinson, 2003). So alternative certification candidates are much more dedicated to finding immediate employment than are teachers from other certification, a fact confirmed by Darling-Hammond (2000). Shen (1998) further found that alternative certification programs recruit significantly more minority teachers than do traditional programs, that these teachers are significantly more likely to be employed in urban schools serving minorities, are significantly more likely to teach mathematics and science and are significantly more likely to have considerable business or military experience. Physics Teaching Pathways Alternative Solutions

Alternative certification program teachers have uniquely attractive backgrounds, interests and levels of underrepresented minority representation sought by schools, and alternative certification programs can address needs not adequately met by traditional programs. Clearly alternative certification programs, while problematic can be done well, and can provide a viable pathway to physics teacher preparation. Alternative certification program teachers have uniquely attractive backgrounds, interests and levels of underrepresented minority representation sought by schools, and alternative certification programs can address needs not adequately met by traditional programs. Physics Teaching Pathways Alternative Solutions

Buffalo State College ~ 11,000 students Buffalo 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 BSC The State University of New York (SUNY) College at Buffalo (Buffalo State College or BSC) has a population of about 11,000 students located in Buffalo, the second-largest city in New York State. BSC is the largest comprehensive college in the SUNY system, and the only urban SUNY campus, reflected in an 18% part-time student population, a 16% minority student population (mostly African American), and a 55% female student population. Physics Teaching Pathways Alternative Solutions

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 (NCATE) SUNY Institution BSC is a Carnegie Master’s I institution, specializing in Bachelors and Masters -level students About 740 evening-only students and about 450 disabled students attend BSC; 28% of BSC undergraduate students major in education, and many are first family college attendees. BSC classes are typically small -- no class in the physics department exceeds an enrollment of thirty students with most under twenty-four, including those for non-majors. Small enrollments mean that students have enhanced opportunities for interacting with one another and with faculty, both of which are particularly important for minority student retention. BSC has a long tradition of teacher preparation, originally designated as the Buffalo Normal School in 1871; BSC was the first and still is the largest National Council for Accreditation of Teacher Education (NCATE) -accredited institution in New York State, one of few in the state and within the SUNY system. BSC is a Carnegie Master’s I institution, specializing in Bachelors and Masters -level students, and graduating fewer than ten doctoral students in the last five years. Physics Teaching Pathways Alternative Solutions

Development of the PTP Program
Program revisions in lead to the development of two programs: streamlined alternative certification 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 satisfy the NYSED requirement for an approved masters’ degree which can lead to permanent or professional teacher certification (NYSED, 2004). In , the BSC Department of Physics collaborated with BSC Department of Elementary Education and Reading (EER) faculty (including a past NY HS physics teacher) to entirely revise and split an existing M.S.Ed.- Physics program so as to incorporate a core of new reformed teaching content and pedagogy showcasing curricula developed with NSF funding. The two resulting programs include a new streamlined alternative certification program (M.S.Ed.- Physics with Alternative Certification) for SMET professionals who wished to enter teaching, but bypass student teaching, which can cause considerable financial inconvenience to such candidates. The regular program (M.S.Ed.- Physics) was revised to meet the expected needs of future candidates who are teaching professionals seeking a Master's degree as part of forthcoming NY state permanent certification requirements. The revisions also accommodate a considerable demand for physics coursework supporting second certification in physics for those chiefly rural and urban teachers who are not full-time physics teachers but who have been assigned to teach physics, or who for purposes of permanent certification, personal enrichment or professional development have sought to pursue physics certification in addition to the certification they already hold. It is also noteworthy that the MSEd programs satisfy the NYSED requirement for an approved masters’ degree to be eligible for permanent or professional teacher certification (NYSED, 2004). Physics Teaching Pathways Alternative Solutions

PTP Academy In summers 2000 and 2001, BSC Physics, EER and BSC Department of Earth Sciences and Science 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 Group at Arizona State University (Modeling Physics, 2004; Wells, Hestenes & Swackhamer, 1995). In summers 2000 and 2001, BSC Physics, EER and BSC Department of Earth Sciences and Science Education (ESSE) faculty collaborated on the creation of a heavily subscribed (E.g. - fifty participants in summer 2002) Pathways to Physics Teaching PTP Summer Physics Academy of graduate credit physics content and pedagogy courses for high school teachers. PTP Summer Physics Academy courses are intensive boot camps for MS physical science and HS physics teachers, running 10 hours+/day for 2-3 weeks in response to teacher demand for this format. These courses are similar in format to better-know courses offered by the Modeling Physics Group at Arizona State University (Modeling Physics, 2004; Wells, Hestenes & Swackhamer, 1995). Physics Teaching Pathways Alternative Solutions

PTP Academy Academy courses are unique Run for profit, unsupported by external funding of instructors, or participant stipends Demand has grown; ninety 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 Education (CEURE) (MacIsaac, 2003; Truscott, 2001). A recent NSF-Noyce Grant will support some future candidates However, the academy courses are particularly unique in that they are run for profit, unsupported by external funding of instructors, or participant stipends as was the case for much more modest previous efforts sponsored through Eisenhower Act funding. Demand has grown sufficiently that PTP Summer Physics Academy courses have filled every year, including last summer (2003) when ninety teachers enrolled. Most of these teachers paid full graduate tuition, though some received limited scholarship support through recent NSF STEMTP (National Science Foundation - Science, Technology Engineering and Mathematics Teacher Preparation) funding, funding from the BSC Center for Excellence in Urban and Rural Education (CEURE) (MacIsaac, 2003; Truscott, 2001). Much of this growth was essentially without significant advertisement, a situation we have changed with NSF support. Physics Teaching Pathways Alternative Solutions

Buffalo Public Schools
A large (~ 46,000 student), inner-city, high-need, urban school district Over 64% of BPS students are eligible for free 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. Partnership for the PTP Summer Physics Academy and the M.S.Ed. Physics (Alternative Certification) includes local industry, a nearby Community College (SUNY-Jamestown Community College) and over a dozen Local Educational Authorities (LEAs) including several suburban and rural districts and private schools (Fig 2) districts, most notably, Buffalo Public Public Schools (BPS) together with CEURE. Buffalo Public Schools (BPS) is a large, inner-city urban school district enrolling almost 46,000 students in over 86 schools, with over 73% minority student registration (mostly African-American). Over 64% of BPS students are eligable for free or reduced lunch programs; hence BPS meets Department of Education Title II definition as a "high need" district. BPS employs more than 3600 preK-12 teachers, including about 170 grade 7-12 science teachers. Physics Teaching Pathways Alternative Solutions

Buffalo Public Schools
Fall of 2002, only eight of eighteen 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 high schools where physics is never regularly taught (Shriver & Thompson, 2002; Josef, 2002), which is becoming very problematic in light of new NYS graduation requirements. However, in Fall of 2002, only eight of eighteen BPS high schools (45%) taught physics and only 511 BPS students wrote final exams in physics, or approximately 10% of eligible Grade 11 and 12 BPS students. Fewer than 50% of BPS physics teachers regularly teaching the subject hold NY state certification to teach physics, so there is a shortage of qualified teachers. High school physics is an even rarer offering in BPS than these numbers suggest; fully 70% of BPS students taking physics are attending Hutchinson Central Technical High School, the elite (admission is by examination) mathematics and science high school in BPS. There are some BPS high schools where physics is never regularly taught (Shriver & Thompson, 2002; Josef, 2002), which is becoming very problematic in light of new NYS graduation requirements Physics Teaching Pathways Alternative Solutions

CEURE The Center for Excellence in Urban and Rural Education (CEURE) at Buffalo State College is dedicated to the recruitment of, commitment by, and retention of qualified and effective teachers for high-need urban and rural areas. The center's mission is to work with the greater educational community –"to respond thoughtfully and effectively to societal realities, the Center will work in partnership with schools, communities, institutions of higher learning and other constituencies.” The Center for Excellence in Urban and Rural Education (CEURE) at Buffalo State College is dedicated to the recruitment of, commitment by, and retention of qualified and effective teachers for high-need urban and rural areas. The center's mission is to work with the greater educational community –"to respond thoughtfully and effectively to societal realities, the Center will work in partnership with schools, communities, institutions of higher learning and other constituencies." Physics Teaching Pathways Alternative Solutions

CEURE CEURE has provided supplementary funding arrangements since 2000 CEURE has an outstanding commitment to continue supporting the academy through to institutionalization and self-sufficiency. CEURE expertise will augment advertisement, recruiting and FTC creation and support efforts in particular. CEURE has worked within PTP coalition partners and BSC Summer Programs to provide supplementary funding arrangements for the creation of the PTP summer academy since 2000, and they have an outstanding commitment to continue supporting the academy through to institutionalization and self-sufficiency. CEURE expertise will augment advertisement, recruiting and FTC creation and support efforts in particular. Physics Teaching Pathways Alternative Solutions

Program Admission Requirements
The BSC M.S.Ed.-Physics programs are summarized in Figure 3. Admissions require either current NYSED secondary science certification, or a bachelor's degree meeting NYSED language and content requirements for certification, and successful completion of the NYSED state teacher competency examinations (LAST and the Physics Content Subject Test) required for science teacher certification. Certified participants do not have to take additional education program requirements, unlike alternative certification candidates who must take an early field experience and some education requirements before they can be awarded Transitional B certification and can accept classroom employment. Physics Teaching Pathways Alternative Solutions

Alternative certification candidates complete these requirements through full-time enrollment in the spring semester, followed by an intensive summer academy, then teach the following school year with Transitional B certification under both BSC Physics mentorship and an intense LEA induction program. During the regular academic year, M.S.Ed.-Physics candidates also take some combination of evening and distance education courses. Although coursework for the alternative certification program can be completed in the following summer academy, the NYSED Transitional B certification agreement requires two full years of intensively mentored teaching experience for regular initial teacher licenture. M.S.Ed.-Physics program candidates who are already certified can add physics certification and complete their programs in about four semesters if they enroll in two successive summer academies together with the year-round evening and web courses. Each summer, 18 credits of summer academy courses are offered for teachers (including six credits for K-8 teachers), with a minimum of 6 credits of evening classes (9 cr. this academic year) between regular Fall and Spring semesters. We are also placing some of these offerings online as appropriate (E.g. PHY500 and PHY690) and creating online support materials for NYSED Physics CST exam preparation. This greatly extends statewide reach for our coalition and meets teacher demands. NYSED certification requires that teacher candidates pass two standardized tests for certification -- the LAST and a Content Subject test or CST. Physics Teaching Pathways Alternative Solutions

The BSC M.S.Ed.-Physics Alternative Certification and regular M.S.Ed.-Physics programs are two of the major efforts of the PTP Coalition. PTP summer academy courses provide credit towards these programs, these programs are designed to meet new state permanent certification requirements for a Masters' degree, and they are intended to guide STEM professional into the teaching field and to cross-certify currently certified teachers into physics. The alternative certification program is brand new, and admitted the first two candidates ever in Spring of These candidates attended teacher preparation courses including early field experience that semester and in summer of 2002, wrote their NYS Content Specialty Test in Physics, and this semester attend evening courses at BSC while teaching at an LEA under NYSED Transitional B Certification. The programs can be briefly described as follows: full program admission requires either current NYSED secondary science certification, or a batchelor's degree with appropriate language and content for certification and the necessary state examinations for science teacher certification. Certified students do not have to take additional education program requirements, while alternative certification candidates must take an early field experience and education requirements, most before they are awarded Transitional B certification and can work in the classroom. Typically alternative certification candidates complete these requirements in the spring and summer of a year, then teach for the year as a fully paid teacher under BSC Physics mentorship while enrolled in intense LEA induction programs for new teachers. Alternative certification can then be completed the following summer academy, in about one calendar year. Most of the traditional certification candidates take a little longer to complete their certification, though they can also be done in a year. Each summer at least 12 credits of summer academy courses are offered for these student (with NSF-funded expansion we intend to offer 18 credits each summer and expand to K-8 teachers), with a minimum of 6 credits of evening classes (9 cr. this academic year) between regular Fall and Spring semester (usually 3 hours a night one night a week to minimize teacher travel time). We are also exploring the possibility of placing some of these offerings online as appropriate (E.g. PHY500- the PER seminar; remotely supporting PHY690—the Research Project) and creating online support materials for NYSED Physics CST exam preparation. This would greatly extend our statewide reach for the coalition, and would meet teacher demand. Physics Teaching Pathways Alternative Solutions

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 Students also participate in project evaluation PTP courses are assembled from activities taken from state-of-the art constructivist inquiry-based student-centered physics and physical science curricula themselves developed by world class PER researchers and curriculum developer under the sponsorship of the NSF. As part of the intellectual merit of this project, we will collaborate with the developers of these curricula, field-testing, appraising and sharing data with these investigators. Our students will also participate in the evaluation of these activities through for-graduate-credit projects, action research assignments and reviews during PTP courses, and later in their own classrooms. For example, we will work with three notable curricula currently under refinement and extension and sponsored by the NSF: Hestenes' Modeling Physics, under development at Arizona State University, Goldberg's Constructing Physics Understanding (CPU) from San Diego State University, and the AAPT's Powerful Ideas in Physical Science (PIPS), and the most recent version of PIPS is half written by Dykstra at Boise State University. All of these PER-based curricula eschew textbooks and target conceptual understanding, and all have shown considerable promise in addressing equity issues through culturally relevant instructional methodologies (Heller & McCullough, 2000). Physics Teaching Pathways Alternative Solutions

PTP Courses Modeling Physics (Arizona State) Force Concept Inventory (Hestenes, Wells & Swackhamer, 1992). Eisenhower-funded Modeling workshops for teachers (MacIsaac & Cole, 1999; 1997; MacIsaac 1997) the ONLY physics teaching curriculum identified as exemplary by the US Department of Education. Constructing Physics Understanding (CPU) (San Diego State) Powerful Ideas in Physical Science (PIPS) (AAPT, Boise State) Modeling Physics is a curriculum developed by David Hestenes' group originally for a High School audience, and research in the course of developing this curriculum included developing the Hestenes' Force Concept Inventory (Hestenes, Wells & Swackhamer, 1992). That curriculum is widely adopted in the US, is supported by an extensive infrastructure including a listserv, website, regular state and national conference presentations and workshops and a network of for-graduate-credit summer workshops nationwide (Hestenes, 1987; 1993; Wells, Hestenes & Swackhamer, 1995). The PI has worked closely with this curriculum and community and has previously organized and offered Eisenhower-funded Modeling workshops for teachers (MacIsaac & Cole, 1999; 1997; MacIsaac 1997). Modeling physics powerfully combines formal conceptual and formal mathematical learning. Due to the extensive published research on student physics conceptual gains, Modeling Physics has the distinction of being the ONLY physics teaching curriculum identified as exemplary by the US Department of Education, and only one of two science education programs so identified nationwide. Modeling has also been recognized by the US Department of Education for meaningful and appropriate use of technology in school instruction. The Modeling Physics curriculum is currently being extended into middle school curricula, HS chemistry curricula and into university physics by members of the modeling community of working teachers (< The PI is currently working with members of Hestenes group to advance the use of a collaborative group learning pedagogy known as white boards (MacIsaac, 2000). Physics Teaching Pathways Alternative Solutions

PTP Courses BSC has used the Constructing Physics Understanding (CPU) curriculum from Fred Goldberg's group for five years now by PTP 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. BSC has used the Constructing Physics Understanding (CPU) curriculum from Fred Goldberg's group for five years now by PTP staff with pre- and in- service teachers. CPU (Goldberg, 2000) is a PER-based extraordinarily technology-rich curriculum, teaching physics concepts through student-centered negotiation using simulations to complement real apparatus(< CPU ideas are currently being extended into middle school and elementary teacher preparation curricula (< and PTP has negotiated field test site status with Goldberg. While CPU models good introductory conceptual science pedagogy, it is technology-resource-centric, which can make elementary school adoption difficult. 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. Uniquely, PIPS was developed and is marketed by a professional association of physics teachers (< Like CPU and Modeling Physics, PIPS has a community of users, and BSC has agreed to collaborate with Dykstra on the field-testing of new PIPS modules and rewritten modules. PIPS' strength is that it relies on very low-tech approach, and models excellent conceptual elementary school science pedagogy (Lilly & Sirochman, 2000). Part of this proposal includes funding a new BSC site license for PIPS. Physics Teaching Pathways Alternative Solutions

Recruitment & 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 and regional engineering alumni newsletters has been considered. (Program enrollments are nearing capacity – we will shortly start qualified turning applicants away.) Recruitment for the new M.S.Ed.-Physics programs has consisted of Western New York regional and statewide mailings to high schools; posters and appearances at the statewide professional science teachers’ conference and at regional professional development conferences for science teachers; a website, regional news articles and word-of-mouth. The programs have also been publicized at BSC meetings of the local physics alliance and a meeting New York State Section of the AAPT dedicated to physics education research (NYSS-AAPT, 2004). Advertisement in national publications such as The Physics Teacher and regional engineering alumni newsletters has been considered but has been rejected because program enrollments are nearing capacity – we will shortly start qualified turning applicants away. After two years of operation, the programs enroll about three dozen (35) active candidates (about a dozen alternative certification and two dozen cross-certification candidates), and a stream of summer academy course applicants and word-of-mouth seems to assure we can sustain about four to five dozen degree qualified candidates. Physics Teaching Pathways Alternative Solutions

Recruitment & Participation
~35 active candidates ~13 active M.S.Ed. (Physics by alternative 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 certification, and almost all of these are working teachers. Currently we have thirteen active M.S.Ed. (Physics by alternative certification) candidates, or career switchers. Ten of these alternative certification candidates hold engineering degrees (77%), have several years of experience from several different employers, and are seeking a more rewarding career with greater job security. The non-engineers hold bachelors’ degrees in physics and have decided to become teachers, either with or without work experience. All alternative certification candidates enrolled to date are males aged twenty to forty, and we have not yet received any underrepresented minority applicants. These candidates are usually altruistic and reflective about their reasons for career change, and some have worked as substitute teachers, which is something we strongly encourage. Our alternative certification candidates are almost universally looking to move directly into the classroom as quickly as possible, want to minimize their time in university classrooms (they seem particularly hostile to education coursework) and want to minimize the financial disruptions due to full time student enrollment. The one exception to this is still working as an engineer and taking one program course per semester. Like many traditionally prepared teacher candidates, they also resent the unpaid-while-paying-tuition nature of traditional student teaching. Alternative certification programs incorporating physics content for these individuals are quite rare, though these candidates could readily locate other certification programs without physics content such as an M.Ed. or M.S.Ed. (Science) or a post-baccalaureate non-degree program in general science teaching. Only one alternative certification candidate hold a Buffalo State Physics department undergraduate degree. The majority (22/35 or 63%) of our masters’ program candidates already hold teacher certification, and almost all of these are working teachers. Of these, under half (7/22 or 32%) already hold physics certification and are using the M.S.Ed. degree to satisfy the NYSED requirement of a masters’ degree for professional certification. The majority of the remainder (9/15 or 60%) are seeking cross-certification from another subject such as Earth Science, Chemistry or Mathematics and the masters’ degree for professional certification. Six (40%) already hold professional certification and are seeking additional certification for an area they teach in or want to teach in. Such a move greatly improves employment flexibility for NY science teachers, and second subject certification for science teachers’ masters degrees is growing common. Three are K-8 teachers specializing in science (3/22 or 13%), and there are five women (5/22 = 23%) in the M.S.Ed. (Physics) program. Four of these twenty-two candidates (18%) hold a Buffalo State physics major or minor, including two (2/22 = 9%) of the women. We have no under-represented minorities other than women enrolled in our graduate programs to date, though several have completed summer academy course offerings. Physics Teaching Pathways Alternative Solutions

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 third year The PTP program continues to demonstrate growth Physics Teaching Pathways Alternative Solutions

Questions, concerns,… Resources: This talk – The paper – For additional information: (716) Physics Teaching Pathways Alternative Solutions

Physicsed.buffalostate.edu Physics First, Cornell University

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Physicsed.buffalostate.edu Physics First, Cornell University

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