Lessons Learned at the Buffalo State College Summer Physics Teachers’ Academy

Dan MacIsaac Dept of Physics, SUNY- Buffalo State College <macisadl@buffalostate.edu>

Kathleen Falconer and Dave Henry,Dept of Elementary Education and Reading, SUNY- Buffalo State College

Marie Plumb, Dept of Mathematics and Science, SUNY- Jamestown Community College

Joe Zawicki, Dept of Earth Science and Science Education, SUNY- Buffalo State College

Abstract

From 2002 - 2008, Buffalo State Physics has run a Physics Teachers' Summer Academy modeled upon the well-known ASU Summer Physics program, offering to over 200 teachers seeking NYSED secondary physics certification. From these summer academy participants we have recruited into two graduate programs-- admitting 78 candidates and graduating 21 M.S.Ed. (Physics) degree holding master physics teachers. During this time we have learned several lessons about managing a summer physics teachers academy, and teaching modeling physics to pre-service and in-service teachers.References:<http://PhysicsEd.BuffaloState.Edu/programs/>MacIsaac, D.L., Henry, D., Zawicki, J.L. Beery, D. & Falconer, K. (2004). A new model alternative certification program for high school physics teachers: New pathways to physics teacher certification at SUNY-Buffalo State College. Journal of Physics Teacher Education Online, 2(2), 10-16.

THINK-PAIR-SHARE ASSIGNMENT:

AAPT July 2008 Session AE -- Use of Research-Based Physics Curricula in Teacher Preparation

THINK-PAIR-SHARE Assignment

Your Name & Email (Optional):

Identify several research based or research informed curricula or resources appropriate for physics teacher preparation. Briefly describe your resources and how they are to be used (or are used) in physics teacher preparation. Why do you feel these are appropriate? Examples from actual experience are preferred.

Buffalo State Programs:History, Overview & Current

Started in 2002 with 2 candidatesCurrently in both programs:

45 MSEd (Physics) candidates (25 cross-cert – no BS Physics)•16 MSED (Physics +AC) candidates; 9 engineers; 1PhD Physicist• 21 graduates (2 AC- 1 not teaching by choice)• 3 drop outs

Roughly 3-6 candidates in admissions pipeline at any one time

Current Demographics in both programs*:•12 women•1 Hispanic-American•2 African-American candidates

(*less in-actives)

Buffalo State Programs:History, Overview & Current

Started with:• One tenure-track physics education faculty• Physics faculty inc. certified HS teachers including collaborated with past HS Physics Teachers now faculty in Elementary Education and Reading and Earth Science and Science Education• Several local master physics teachers (WNYPTA community)

Currently:• Tenure track professional hired 2006• 2nd physics education faculty hired 2007• A dozen local master physics teachers (WNYPTA community)

Opportunities:• to work outside the traditional box of physics teacher licensure • receive state and national recognition by establishing new model NYSED AC program• seek NSF funding• institutional recognition

Buffalo State Programs:History, Overview & Current

Buffalo State Summer Physics Teachers’ Academy Intensive Summer Courses

• 2-3 week long courses• 8-13 hours per day• maximum 30 participant teachers in course (24 is target)• co-taught by master teachers and university faculty• physics content and pedagogy integrated• teacher and student modes

grown to five graduate courses • Possible 4 courses each summer• 1 elementary physics and education courses• 3 secondary physics education courses

Now offering PHY 620 and 622 concurrently serving 45-70 teachers this summer drawing most participants in-state (very few regionally / nationally)

Physics 622- Summer 2005 Participants and Instructors

A Partial List of Research-Based and Informed Curricula we have

experimented with

• C3P, CPU (extensively)

• PET (extensively), PSET (new)

• PIPS (extensively)

• Modeling Physics (extensively) & some CASTLE (modeling variant)

A Partial List of Research-Based and Informed Curricula we have

experimented with

• Matter and Interactions (Esp. vol II)• Knight workbooks• Workshop Physics• Visual Quantum Mechanics• WebTOP• Teaching About Electrostatics (Morse)• UW Tutorials

A Partial List of Research-Informed Interventions we have

experimented with • Extensive Use: MBL and simulations (physlets),

White Boards, Discourse, inquiry labs, reflective writing and journaling (extensive use of learning commentaries, reading summaries), showcase courses, seat activities

• Limited Use: Clickers (small classes), online HW, ILDs, Peer Instruction, Rich Context Problems, TEAL & PhET visualizations

• Others: Workshop Physics and SCALE-UP informed room design

Important Admin Lessons Learned that we feel contribute to our success

Extend the Candidate Pool: Redefined the physics teacher candidate shortage problem by targeting untapped physics teacher candidate audiences (cross certification; alternative certification) SOME OF WHOM ARE ALREADY TEACHING PHYSICS and who are unlikely to be readily replaced by qualified candidates even if these were available

Meet Candidate Administrative Needs: physics teacher preparation courses were scheduled to meet Full Time employed adult target candidate needs – evening courses, online courses and intensive summer academies; extended financial help / support for candidates (Noyce scholars; Perkins and Stafford Loan forgiveness etc)

Important Lessons Learned that we feel contribute to our success

Housed in Physics: We built physics teacher preparation programs specifically dedicated to and focused upon teaching one subject only, housed within physics and team taught with appropriate physics faculty and master HS physics teachers for professional and intellectual credibility to multiple audiences (candidates, other teachers, faculty, State Ed Dept )

Physics Department Culture of Critical Assessment and Reflection upon Instruction: Try to show the physics department as “walking the walk” by leading in instructional innovation, semesterly department instructional assessment reports, pre-post testing all intro courses and all teacher-specific courses (faculty respect).

Important Intellectual Lessons Learned that we feel contribute to our success

Meet Candidate Learning Needs (re-teach the Physics): we recognize physics teacher candidates pretty universally don't know their physics content, don’t how to teach it, and they don't know that they don't this. Yes, even our physics majors too -- see the extensive PER and SER literature.

Well Articulated Philosophy of Practice: Transparent, operationalized definitions of high quality intro physics learning and teaching via (RTOP == Reformed Teaching Observation Protocol) exemplified in showcase courses.

Important Intellectual Lessons Learned that we feel contribute to our success

Primacy of PCK: graduate level showcase courses contain undergraduate physics content (absolutely required), lower division mathematical representations and graduate level PCK (E.g. )

Research-based / informed activities and curricula with Required Reflection: extended reflection; use of "Student hat" and "Teacher hat" activities and analyses throughout

Pedagogical Knowledge (teaching)

Pedagogical Content

Knowledge (physics teaching)

Content Knowledge (physics)

Important Lessons Learned that we feel contributed to our success

A "perfect storm" at Buffalo State College?• institutional and physics department politics• teacher preparation mission at college (NCATE)• search for distinctive programs and identity• important cross-disciplinary collaborations• flexible faculty willing to go "outside the box"• experienced players in teacher preparation• growing the pie in physics department resources• lack of physics graduate program competition?

See <physicsed.buffalostate.edu/pubs/aapt>