mentoring for early-career physics teachers (institute of physics)
TRANSCRIPT
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Stimulating Physics Support
The experience and evolution of a specialist mentoring programme for
early career physics teachers
9th September 2013David Cameron & Eliza
Selley
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The Challenge
• Lack of specialist physics teachers
• Low recruitment and retention of specialist physics teachers
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Our Solution
• Personalised support from an expert professional practitioner
• Sustained support (training and first two years’ practice)
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Our Mentoring Background
Physics Enhancement Project (PEP) 2004-2007
• To get those with no formal/recent physics qualifications in to teaching physics
Science Additional Specialism Programme
(SASP) 2007-2009• To give science teachers
the ability to teach Physics/Chemistry
Light-touch mentoring to 560 new physics teachers
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The External Mentor
2012 Gatsby report concluded that an external mentor who is not involved in assessment can improve a teacher’s:
• Subject Knowledge• Pedagogy• Emotional Wellbeing• Career Prospects
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Principles of Mentoring
• Conducted over an extended period• Drawing on experts with specialist knowledge• Engaging professionals sufficiently to deepen their
knowledge and develop their skills• Willing to challenge prevailing discourses and
misconceptions• Facilitate peer networking between professionals• With the support of managers, but without their direct
involvement• Encouraging constant reflection and development• With an unwavering focus on the underlying purpose of
the professional’s activity
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Stimulating Physics Support (SPS)
Project Aims:• Improve the professional profile and practice of
early career physics teachers, towards that of an informed reflective practitioner actively contributing to the physics community
• Improve the retention rate of early career physics teachers in the teaching profession through suitable support strategies and formative needs analysis
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The SPS Network
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Teacher Training Centre Visits
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Mentor Activity
The SPS Mentor’s Role:
• Setting targets for professional
development
• Answering questions about physics
teaching
• Sign-posting teaching resources
• Running termly get-togethers with a
physics teaching theme
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Teacher Issues & SPS Mentor Support
• “Teacher A’s target was to produce a maths for physics booklet – she has tested the first draft on a cohort of students already and passed it to me for comments.”
• “I had a good discussion regarding curriculum development across the key stages with Teacher B”
• “Teacher C helped me organise a “Physics of Christmas” event at his school”
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“Helen has been very supportive already during my training and I know I would not be able to teach A level physics as an NQT without her!” Teacher, West Midlands
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188 teachers contacted in December 2012
Contact• 92% had phone/email/face-to-face contact since registered• 10% had ten or more exchanges
Events• 42% were invited to and attended an event• 49% were invited but didn’t attend because
– The time slot was inappropriate for personal reasons
– They didn’t have time– Their planning/marking was a priority– The distance was too great
Independent Evaluation
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SPS Mentor• 64% agreed their mentor had focussed on physics
teaching• 56% agreed their mentor complemented their other
training/support• 65% were positive about their mentor’s skills• 64% believed their mentor was supportive • But 15% disagreed that their mentor had not been
judgemental
• 77% agreed they had received “appropriate and valued support”
Independent Evaluation
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Project Issues & Modifications
Issues• Participant Distribution
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Project Issues & Modifications
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Project Issues & Modifications
0
10
20
30
40
50
60
70
2013-142012-132011-12
SPS Mentor
Number of participants
Participant Distribution
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Project Issues & Modifications
Issues• Participant Distribution
• Lack of Engagement
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Project Issues & Modifications
• 82% of teachers engaged at some point over the year
• An average of 62% engaged in each term
• Only 37% engaged every term
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Project Issues & Modifications
Issues• Participant Distribution
• Lack of Engagement
• Lack of physics-teaching focus
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Project Issues & Modifications
Issues• Participant Distribution
• Lack of Engagement
• Lack of physics-teaching focus
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Questions
1. How are remote mentoring relationships made most effective?
2. What are the reasons for disengagement and how do we tackle it?
3. How do we balance more general support with mentoring to improve the practice of physics teachers?