Innovative Induction and Mentoring in the PhysTEC Noyce B Lippitt Visiting Master Teacher Seattle Pacific University Amber Frazier Noyce Scholar Seattle Pacific University Jon Anderson Physics Teacher, Centennial High School TiR & VMT Coordinator, PhysTEC

 PhysTEC is a project to improve and promote the education of future physics and physical science teachers.  It is a partnership led by the American Physical Society and the American Association of Physics Teachers, with support from the American Institute of Physics.  For more information, please see

The PhysTEC Noyce program works with six university campuses across the country  Ball State University, Cornell University, Seattle Pacific University, University of Arkansas, University of North Carolina, & Western Michigan University.  Scholarships are available to future physics teachers ▪ Up to $15,000/year for two years ▪ Junior or senior undergraduate ▪ Post-baccalaureate student pursuing teaching certification  2012 – 13 is the fourth year of funding

 Visiting Master Teacher (VMT) at each site  Experienced high school physics teacher  Regular contact with scholars  VMT program began with scholars  Supported conference attendance for scholars  Poster presentations at AAPT Meetings  Noyce conference presenter/panelist/attendee  Summer research/internship opportunities for scholars

 Please respond individually to the following questions:  What is induction?  What is mentoring?  What do new teachers need to be successful?  How is induction/mentoring best delivered?  How does your institution provide induction/mentoring support?

 "More than one-quarter of teachers are at least 50 years old, and nearly half will retire over the next decade" (Hirsch, Koppich, and Knapp citing National Center for Education Statistics, Projection of Education Statistics to 2008).  Every year, approximately 500 physics teachers leave the profession and only 300 become newly certified to fill these positions.  Two-thirds of new physics teachers lack a physics degree, and over 90% of middle school physical science students are taught by teachers without a physical science major or certification.

 Over half of all science, mathematics, and engineering teachers in the U.S. leave the profession within their first ten years (Alt & Henk, 2007, from U.S. Department of Education study, To Teach or Not to Teach?)  Up to 40% of physics teachers leave the profession within five years  Isolation…often the only physics teacher in a school.

A review of 15 studies on induction and mentoring programs for new teachers shows that support and assistance for beginning teachers has a positive impact on three sets of outcomes:  teacher commitment and retention  teacher classroom instructional practices  student achievement (Ingersoll and Strong, 2011)

Induction: A noun. The name given to a comprehensive, coherent, and sustained professional development program to support pre-service and new teachers. Mentoring: A verb. The process, formal or informal, of a knowledgeable and skilled veteran guiding a relative novice through the maze of an organization or profession.

 Student teacher/cooperating teacher  In-school mentor for new teachers  Both in and out of discipline  Day to day details of working in the school  Structured meeting times  District mentor for new teachers  Local area mentor for new teachers via local organizations of teachers

 Teacher Advisory Groups at PhysTEC sites  Classroom observation/PD for new teachers  RET at local university physics department  Outreach with local university physics department  QuarkNet Workshop at site in area  Physics Modeling workshop  Smaller groups of physics teachers  State AAPT organizations  Local organizations (Go4St8 Physics Teachers, Chicago Area HS Physics Teachers, etc.)

 AAPT e-mentoring  To connect high school physics educators who desire additional guidance with experienced high school physics educators willing to provide it.  NSTA New Science Teacher Academy  To help promote quality science teaching, enhance teacher confidence and classroom excellence, and improve teacher content knowledge.  Facebook & Twitter  Blogs and List-serves  Online Professional Learning Communities (PLC)

 Determine needs of mentee  Individualize mentoring experience based upon individual circumstances  Small vs large district  Rural vs suburban vs urban district  Content vs pedagogy needs  Maintain regular mentor/mentee contact  Recognize that mentoring is a dynamic process that must respond to the changing needs of the mentee

 Articulation of teaching practices and ideas  Critical appraisal of what and why topics are taught  Acquire new teaching ideas and techniques from mentees  Acquire new teaching ideas and techniques from fellow physics teachers  An opportunity to give something back to the physics teaching community

The role of physics departments in the recruitment, preparation and support of pre-college teachers of physics  Lane Seeley and Stamatis Vokos,  Seattle Pacific University  Pam Kraus  Facet Innovations LLC. Supported in part by NSF grant DUE , PhysTEC, an SPU Academic Renewal Grant, and the SPU Science Initiative Special Thanks to: Theodore Hodapp Director of Education and Diversity, APS

The Local Picture We need to dramatically increase our investment in math & science learning. Employers are demanding more workers with science, technology, engineering and mathematical skills. The top jobs in the new economy require an understanding of math and science, so our math and science curriculum must prepare students to meet state and international standards. Governor Christine Gregoire, January 10 th 2007

Recruitment Preparation Induction Professional Development Mentoring & Formative Assessment LA Program Introductory Course Early Field Experience Two Year Colleges School of Education School Districts Physics dept. partners with … Adv. Phys/Edu Courses Student Teaching First Year Teaching Teacher Leaders Continuing Education Life Cycle of a Teacher Professional Community Time

Intentionally constructed to…  Shape attitudes  Impact vocational goals  Recruit K-12 teachers

 Most LA’s have prior exposure as students to curricular materials  Weekly LA Responsibilities Attend 1 or 2, 80 minute training sessions. Assist in 1 to 3, 80 minute tutorial sessions. Grading 0 – 2 hrs. Weekly journal prompts. Bi-weekly pedagogy course 2 hrs.

 How can LA’s can be personally confronted with the possibility of a career in teaching?  Who should be targeted?

 Sixteen current and former scholars responded  93.8% interacted with VMT  93.3% started interaction in September 2011  100% felt “comfortable” or “very comfortable” with mentor  Scholar Quotes  “experience, advice, and guidance through my first year…”  “Have been exposed to different professional groups for physics teachers as well as networking with other area physics teachers.”  “I have been able to ask lots of questions about teaching, job hunting, and life in general.”

 Five VMTs responded  All had monthly communication with scholars. 80% communicated weekly or daily.  80% “usually” communicate via , 20% face to face  60% of VMTs initiated contact with scholar while 40% was initiated by both.  VMT Quotes  “…I was able to fine tune my teaching skills and pedagogy by helping…”  “…the work has been valuable for my personal growth…”  “The scholar learned the value of professional development and networking with other teachers.”

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22 scholars funded since 2009  Eleven received two years of funding  Four scholars funded for  Six are certified physics teachers and teaching in high needs schools  Six expect to begin teaching this fall VMTs assigned to all scholars  Resource person for job openings in area schools  Opportunity to maintain ongoing mentoring

 ~23,00o veteran physics teachers in US  ~300 new physics teachers/year