Also earlier this week this article appeared, "One reason students aren’t prepared for STEM careers? No physics in high school" by @TaraGarciaM via @hechingerreport#iteachphysics
Also earlier this week this article appeared, "One reason students aren’t prepared for STEM careers? No physics in high school" by @TaraGarciaM via @hechingerreport#iteachphysics
I remind everyone that if you have a Q for @PaulCottlePhys or to the group, please feel free to ask away at anytime. Your questions are the priority in this chat. #iteachphysics
I remind everyone that if you have a Q for @PaulCottlePhys or to the group, please feel free to ask away at anytime. Your questions are the priority in this chat. #iteachphysics
A1.1 Florida's Dept of Ed doesn't list physics and chemistry separately, but together in a category "Science-Physical". They estimated there were 214 openings in this category in 2016-17. #iteachphysics (1/2)
A1.1 University teacher prep programs graduated 37 in chemistry and physics, so estimate a shortage of 170 chemistry and physics teachers. #iteachphysics (2/2)
A1.2 In fall 2017, 44,057 Florida public high school students were enrolled in physics classes. That includes 22,098 in Honors Physics 1, 8,501 in non-Honors Physics 1, and 7,812 in AP Physics 1. #iteachphysics (1/2)
A1.2 For comparison, there are about 200,000 high school seniors in Florida's public high schools this year - so only about 20% of Florida high school graduates have taken a physics course. #iteachphysics (2/2)
A1.3 In 2015-16, 190 students graduated with bachelors' degrees in physics from Florida's public universities. If the usual rate of 10% of those go into teaching, that's only 19 - another measure of the shortage. #iteachphysics
A1.4 The Florida Dept of Ed said that in 2015-16 there were 3,132 individuals with certifications in either chemistry or physics - but there is no way to know how many were actually teaching #iteachphysics (1/2)
A1.4 But if there were 214 vacancies that year, then it's likely the turnover rate in chemistry and physics is about 10% per year since many fewer than 3,000 holding cert are likely teaching. #iteachphysics (2/2)
I am currently a Teacher in Residence, teaching intro physics at the university level. Prior to this I've taught high school physics in & near Richmond, Virginia. #iteachphysics
There seems to be a circular problem. Too few physics teachers means too few students get access to the courses to be inspired and become future physics teachers. Worse in communities of color. #iteachphysics
This problem is not unique to the United States #iteachphysics. Check out "One reason students aren’t prepared for STEM careers? No physics in high school" by @TaraGarciaM via @hechingerreport
This problem is not unique to the United States #iteachphysics. Check out "One reason students aren’t prepared for STEM careers? No physics in high school" by @TaraGarciaM via @hechingerreport
Also, I heard from many STEM professionals that physics is the foundation for a range of STEM disciplines. No physics in HS means lack of preparation for STEM majors and future careers. #iteachphysics
1/3 Our city is 150,000 strong and we have 4 high schools, but only one person who teaches physics in each building. I am the only one who teaches physics all day and the other 3 do not have background in physics. #iteachphysics
2/3 This is true within an hour radius of our town, if there is a physics teacher in a building it is typically one, and they typically have other preps and/or their background is in something other than physics #iteachphysics
3/3 which is a completely different story in the Chicagoland area, where there has always been high-quality physics. But even there, many teachers teach more than just physics. #iteachphysics
A roadblock to some entering physics teaching is perception that kids are unruly or uninterested. But kids who take physics are usually the most motivated, in my experience. Try teaching biology. Those kids are turned off. #iteachphysics
A3 If we continue to graduate about 200 physics majors per year in Florida, and 10% go into HS teaching as is typical, then we cannot rely on just physics graduates to teach physics. #iteachphysics (1/2)
#iteachphysics A3: AIP estimates there are 27k HS physics teachers now. We would need 51k for every student to take physics. That's a big gap for college programs to fill alone.
Agree here. I also think that the #1 concern for ALL pre-service teachers is classroom management. But this takes a few years to master for any teacher, regardless of subject. I do not, however, believe this is the reason physics teachers leave the profession #iteachphysics
A roadblock to some entering physics teaching is perception that kids are unruly or uninterested. But kids who take physics are usually the most motivated, in my experience. Try teaching biology. Those kids are turned off. #iteachphysics
Teachers need to know how to teach. Being awesome at math or science isn’t good enough. You have to reach the huge population of math phobic kids. #iteachphysics
A4.0 In a place like Florida where physics is not widely valued, we must start by building support among parents and leaders at the school and district levels for stronger high school preparation for college STEM majors. #iteachphysics (1/3)
A4.0 This is difficult work, but policy-makers will not implement difficult policy strategies unless they have support from parents and voters. #iteachphysics (2/3)
A4.0 Even in Texas, the 4x4 high school graduation plan - requiring physics and Algebra 2 - eventually fell in part because parents and voters didn't understand its value. #iteachphysics (3/3)
Being an excellent teacher is far more than just content knowledge. It is a passion for learning, a constant desire to be better, and a deep interest in the craft and art of teaching #iteachphysics
A statement that has driven me since high school is, "the day I stop learning is the day I stop teaching" because you cannot be a great teacher if you are stagnant. #iteachphysics
Now in "Creating Empowerment and Agency for All Students in a Physics Classroom Using #NGSS Standards".
I appreciate how their sequence centers Ss ideas, relates to #nstaequity.
Q2: what might be some costs and benefits?
Q3: what can you take back?
#iteachphysics#NSTA18
Teachers need it all - content, pedagogical content knowledge, and that magic that allows someone like you to succeed in a high school classroom. #iteachphysics
A4.0: Still important to note that requiring physics for HS graduation in Texas boosted the portion of students taking physics to 80%. National average is 39%. #iteachphysics
Support also includes reducing the phobia of the field! We know that when parents and teachers project their anxiety about math on Ss the Ss are more likely to develop anxiety. There is no reason this would be different for physics #iteachphysicshttps://t.co/wzbmCZAgSt
A4.0 This is difficult work, but policy-makers will not implement difficult policy strategies unless they have support from parents and voters. #iteachphysics (2/3)
I’m always amazed how many of my students have decent grades in all of their courses except for algebra. Wow, so many are bombing basic algebra. Why? #iteachphysics
#iteachphysics A common story we hear from physics undergrads & grad students is that the hook for them was reading about black holes and particle physics and that intro courses (which have little to do with exotic topics) mostly discouraged them from physics careers.
"Teachers are not soldiers or police officers. Schools are not battlegrounds."
Read Jennifer Rich's powerful op-ed describing what teachers really need to keep schools safe. Spoiler alert: it's not guns. https://t.co/uNHW4FsUJl
"Teachers are not soldiers or police officers. Schools are not battlegrounds."
Read Jennifer Rich's powerful op-ed describing what teachers really need to keep schools safe. Spoiler alert: it's not guns. https://t.co/uNHW4FsUJl
Of course there are all kinds of race, class and gender issues in teacher quality, workplace conditions including pay, etc
The role of high school racial composition and opportunities to learn in students' STEM college participation https://t.co/QUYIwaRWXz#iteachphysics
Of course there are all kinds of race, class and gender issues in teacher quality, workplace conditions including pay, etc
The role of high school racial composition and opportunities to learn in students' STEM college participation https://t.co/yu0VB71xmk#iteachphysics
Back to recruitment &retention of well-trained #physics#teachers there is the approach an economist would take, i.e., remove opportunity cost barriers.
Wage Differentials for Pre-College Teachers to Solve Shortages and Quality Issues? https://t.co/PknFXo9rgT#iteachphysics
Back to recruitment &retention of well-trained #physics#teachers there is the approach an economist would take, i.e., remove opportunity cost barriers.
Wage Differentials for Pre-College Teachers to Solve Shortages and Quality Issues? https://t.co/8G5MszkMVX#iteachphysics
Episode 3 of our new Champions of Science podcast is available now! Listen to our guest, physics professor @nuclear94, and what he is doing to inspire the next generation of scientists. #CelebrateSciencehttps://t.co/0myt8xw9ao
#iteachphysics Q5: @PaulCottlePhys or anyone,
What are the proper and best respective roles of physics departments and schools of education in training people that want to be K-12 physics teachers?
#iteachphysics Q5: @PaulCottlePhys or anyone,
What are the proper and best respective roles of physics departments and schools of education in training people that want to be K-12 physics teachers?
A5.0 Physics faculty must understand the importance of high school physics teaching and then must share that with physics students. #iteachphysics (1/5)
A5.0 Then physics faculty must look for every route to physics teaching they can find for their students. If the College of Ed wants to collaborate, that opportunity must be seized. #iteachphysics (2/5)
A5.0 If the College of Ed doesn't want to collaborate, then faculty members should look for every other opportunity to enter the teaching profession they can find. #iteachphysics (3/5)
A5.0 That can include district-based teaching residency programs, for example. Or just invite leaders from school districts to visit your physics department to talk directly with undergraduates. #iteachphysics (4/5)
A5.0 Bottom line: Physics faculty must take responsibility for identifying entry routes into the teaching profession, with or without the cooperation of the College of Ed. #iteachphysics (5/5)
Back to recruitment &retention of well-trained #physics#teachers there is the approach an economist would take, i.e., remove opportunity cost barriers.
Wage Differentials for Pre-College Teachers to Solve Shortages and Quality Issues? https://t.co/8G5MszkMVX#iteachphysics
However I think that deep down at it's core, the teachers who stick around are in it due to their deep intrinsic motivations of teaching: inspiring, infecting students with a passion for learning/subject etc. #iteachphysics
.@BayDistSchools has a $5K signing bonus for math and science in its collective bargaining agreement. So there is an example of something along those lines. #iteachphysics
A6.0 The community of physics and physics educators must take responsibility for convincing parents and educators that physics is a critical component of preparation for college. #iteachphysics (1/2)
(1/2) YES! Attending @PhysicsIllinois, a large research-based institute, the question every prof asked me was "where are you going to grad school" (for your Physics Phd") when I responded I was going to teach HS it was met with "oh"#iteachphysics
A5.0 Physics faculty must understand the importance of high school physics teaching and then must share that with physics students. #iteachphysics (1/5)
A6.0 I don't have any specific proposals for @APSPhysics, @AAPTHQ and @NSTA, but they should look at what has worked and see how they can support such activity. #iteachphysics (2/2)
A5 #iteachphysics From my reporting, Monica Plisch from @APSphysics said teaching profession gets bad rap. If college physics departments don't present HS teaching as a valid option, students won't see it that way.
In reply to
@BlackPhysicists, @PaulCottlePhys, @APSphysics
#iteachphysics Q7.2: Should we be expanding programs like @NJCTL? Should every @AAPTHQ section be running a program like this as a matter of professional development with funding from @CCSSO@NASBE and suprevised by @CSSSupervisors?
#iteachphysics Q7.2: Should we be expanding programs like @NJCTL? Should every @AAPTHQ section be running a program like this as a matter of professional development with funding from @CCSSO@NASBE and suprevised by @CSSSupervisors?
A7.2 College and university physics faculty can step up to provide content support to high school teachers with backgrounds in fields like chemistry and math who are teaching physics. #iteachphysics
#iteachphysics Q7.3: Are there any studies that look at physics student outcomes as a function of physics teacher preparation, college major in particular? https://t.co/j7RQBmHQto
#iteachphysics Q7.3: Are there any studies that look at physics student outcomes as a function of physics teacher preparation, college major in particular? https://t.co/wXqtEbe5A9
Anecdotally my AP Physics teacher was NOT a physics major, but was an AMAZING teacher because he cared for the craft and developed a passion for the subject. He continued to be my mentor for years. #iteachphysics
How separate is that track? I mean, if a student is late in junior year and wants to consider teaching, is the track switch prohibitive?
#iteachphysics
#iteachphysics A7.3: It's an interesting question. @NJCTL's philosophy is that it's harder to be a good teacher than master physics. They find good teachers and train them on the content. @CamdenSchools is seeing good results. https://t.co/K7IGGAnoc0
In reply to
@BlackPhysicists, @NJCTL, @CamdenSchools
Also anecdotally, I know plenty of teachers who have degrees in their field, but lack the pedagogy or interest in developing themselves as an educator to the detriment of their students. #iteachphysics
#iteachphysics Q8: Here is a trade-off Q. Would you be willing to have less formally physics trained teachers in exchange for schools implementing Physics First, where every student took #physics?
#iteachphysics Q8: Here is a trade-off Q. Would you be willing to have less formally physics trained teachers in exchange for schools implementing Physics First, where every student took #physics?
A8 Why not have both? We need teachers with stronger physics backgrounds to teach AP Physics 1 and similar courses. But why shouldn't we also have a large fleet of teachers from more diverse backgrounds who can teach Physics First? #iteachphysics
#iteachphysics Q9.1: What can we learn from @PennGSE's Richard Ingersoll's work? He suggests that workplace conditions, in addition to pay, leads to high STEM teacher turnover.
https://t.co/BTyFqG3yC5
#iteachphysics Q9.1: What can we learn from @PennGSE's Richard Ingersoll's work? He suggests that workplace conditions, in addition to pay, leads to high STEM teacher turnover.
https://t.co/1hXWMq8u78
A8 Why not have both? We need teachers with stronger physics backgrounds to teach AP Physics 1 and similar courses. But why shouldn't we also have a large fleet of teachers from more diverse backgrounds who can teach Physics First? #iteachphysics
A9.1 The recent @APSPhysics POPA report on the STEM teacher shortage includes survey results from practicing teachers that support Ingersoll's assertion. #iteachphysics
A9.2 In Florida, the challenge is to convince principals, superintendents and school board members that physics is an important subject for all college-bound students to take. #iteachphysics (1/2)
