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Texas Trials and Trails

Texas Trials and Trails. Tom O’Kuma Lee College Karen Jo Matsler Texas PTRA Director. Demos. Physics is Phun. Active Participation. Make-n-Take. Preliminary Preparation. Identify target teacher groups HS, elem, MS, content, background Identify teacher needs (presurvey)

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Texas Trials and Trails

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  1. Texas Trials and Trails • Tom O’Kuma • Lee College • Karen Jo Matsler • Texas PTRA Director

  2. Demos Physics is Phun Active Participation Make-n-Take

  3. Preliminary Preparation • Identify target teacher groups • HS, elem, MS, content, background • Identify teacher needs (presurvey) • Identify districts willing to lend support • Identify instructional leadership team • teachers, administrators, evaluators, faculty • Institute of higher learning

  4. Groundwork • Identify the key personnel in the state department • Personal contacts are most effective • Collect supporting research to indicate you can accomplish the task • Be willing to play “low ball” until you are credible • Identify a unique niche • Make sure key players are identified

  5. Attention Please

  6. Submitting Proposals • Be sure you follow the RFA or RFP • Proofread and have a peer proof • Submit before the deadline and make sure it is received • Find something to make your proposal unique • Have evaluation component • shows you have thought through the plan • make sure you have all components for MSP

  7. Glimpse of Reality • Be prepared for the “dog to catch the car” • Not all teachers will fulfill their obligations • Plan on 10-20% loss and budget accordingly • Increase participation rates creatively • alter the topics and sites so they can make up training when they miss • Don’t forget to include things such as leadership travel • Prepare for technology issues

  8. Challenges • Trained the service center personnel who are now to train teachers • difficult to maintain quality control • role of PTRA once others are trained and training teachers is questionable • Maintaining personnel to fulfill 105 hours/participant • Curriculum sequence • Changes in legislation requiring physics • Storage of equipment and training space • Technology--different levels of competence and types • Content knowledge--levels, misconceptions

  9. Successes

  10. What Worked • Use the people you train to train others in their district or sponsor a day or two of summer workshops open to area schools • gives exposure to future participants • gives them the confidence to use the materials as well as work with their peers • lots of “bang for the buck” • Continuously recruit teachers to help with sessions • mentoring teachers to become leaders is vital

  11. Maintaining Longevity • Fulfill all obligations to the letter and maintain appropriate documentation • Go above and beyond requirements • Stay ahead of the curve • what can you do to ensure future funding • Political implications • Leadership preparedness • ongoing training, number of trainers

  12. Evaluation • Measures of Success

  13. Results • Increase in content understanding for participants • Increase in confidence in both content and pedagogy for participants • Comparison of treated and nontreated groups indicates greater student success with treated groups • More teachers wanting training than we can accomodate

  14. For more information contact • Tom O’Kuma tokuma@lee.edu • Karen Jo Matsler karenjo@texasptra.com • Richard Olenick olenick@udallas.edu • web.mac.com/kmatsler

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