Preparing and Supporting K-12 Science Teachers at Research Universities

1. Preparing and Supporting K-12 Science Teachers at Research Universities

2. Why not train teachers at research (R1) universities? • Students at R1s won’t learn pedagogical skills in their STEM classes • Students at R1s won’t choose to become teachers • Even if R1 universities did produce more teachers, their impact would be negligible • Production of teachers is not the main problem; retention is

3. Why train teachers at research (R1) universities? • Students at R1s won’t learn pedagogical skills in their STEM classes – This must (will) change • Students at R1s won’t choose to become teachers • Even if R1 universities did produce more teachers, their impact would be negligible • Production of teachers is not the main problem; retention is

4. Why train teachers at research (R1) universities? • Students at R1s won’t learn pedagogical skills in their STEM classes – This must (will) change • Students at R1s won’t choose to become teachers – unless we provide incentives, both material and cultural • Even if R1 universities did produce more teachers, their impact would be negligible • Production of teachers is not the main problem; retention is

5. Why train teachers at research (R1) universities? • Students at R1s won’t learn pedagogical skills in their STEM classes – This must (will) change • Students at R1s won’t choose to become teachers – unless we provide incentives, both material and cultural • Even if R1 universities did produce more teachers, their impact would be negligible – we should take the lead and see what happens • Production of teachers is not the main problem; retention is

6. Why train teachers at research (R1) universities? • Students at R1s won’t learn pedagogical skills in their STEM classes – This must (will) change • Students at R1s won’t choose to become teachers – unless we provide incentives, both material and cultural • Even if R1 universities did produce more teachers, their impact would be negligible – we should take the lead and see what happens • Production of teachers is not the main problem; retention is – if R1s become engaged in production, they will be able to contribute to retention

7. UTeach College of Natural Sciences Takes Ownership Employing Master Teachers Genuine Collaboration with Education Early Field experiences Four-year, flexible, degree plans Growth of program Continuing inservice support Improvement of undergraduate instruction

8. Collaboration and Master Teachers College Administrators Dean Mary Ann Rankin, College of Natural Sciences Dean Manuel Justiz, College of Education Co - Directors Michael Marder, Physics Larry Abraham, Science Education Education Partners Master Teachers CNS Staff Larry Abraham, Chair of Curriculum and Instruction Jim Barufaldi, Science Education Julie Luft, Science Education Jill Marshall Jennifer Smith Jason LaTurner, UTeach Advisor Mary Long, UTeach specialist Martha Smith, Mathematics Tony Petrosino, Science Education Karen Ostlund, Uteach Specialist Mary Long, UTeach Specialist Janis Lariviere, UTeach Specialist Gail Dickinson, UTeach Specialist Marilyn Fowler, UTeach Specialist Pamela Powell, Uteach Specialist Karen Ostlund, Uteach Specialist Mark Daniels UTeach Specialist Hank Vice, Equipment Manager Jason LaTurner, UTeach Advisor Sara Taylor, UTeach Advisor

9. Early Field Experience

10. Semester 1 Semester 2 Semester 3 Semester 4 Semester 5 Semester 6 Semester 7 Semester 8 STEP 1 STEP 2 Research Methods Project- Based Instruction Student Teaching STEP 1 STEP 2 Knowing & Learning Research Methods Project- Based Student Teaching STEP 1 Knowing & Learning STEP 2 Research Methods Project- Based Student Teaching STEP 1&2 Knowing & Learning Project- Based Student Teaching Research Methods Black: Three-hour courses Blue: 1-hour courses Multiple Entry Points Knowing and Learning Classroom Interactions Perspectives Freshman Pathway Classroom Interactions Perspectives Sophomore Pathway Classroom Interactions Junior/Senior Pathway Perspectives Post-Baccalaureate Pathway Perspectives (Under Development) Classroom Interactions

11. UTeach Enrollment

12. Future Plans • Regional Induction Support Center for all first and second year math and science teachers in region. • Master’s Program for Inservice Teachers

13. Other consequences • Improvement of undergraduate instruction • New types of courses • Faculty mentoring

14. Colorado STEMTP Co-Investigators: Dick McCray, Astronomy and Planetary Science (APS) Jim Curry, Applied Math Valerie Otero, School of Education Carl Wieman, Physics Bill Wood, Molecular, Cellular, Developmental Biology (MCDB) Participating Faculty Steve Pollock, Physics Mike Klymkowsky, MCDB Jenny Knight, MCD Biology Doug Duncan, APS Steve Iona, Adams County School District

15. Colorado STEMTP Goals • Introduce collaborative learning into introductory STEM courses • Attract talented undergraduates into careers in K-12 STEM education

16. STEMTP Project Design • Partnership between 4 academic departments (Applied Math, Astronomy, Physics, Molecular Biology) and School of Education • Transform introductory undergraduate STEM courses by replacing lectures with small (~ 4 – 12 students) group collaborative work • Employ undergraduate learning assistants to guide small groups • Each transformation is different • Extensive use and development of information technology to support these efforts

17. Undergraduate Learning Assistants • Any qualified student can become learning assistant for one semester • “Qualified”: must have earned A in the course and demonstrate high interest in project and leadership skills • Take seminar in education • To continue as learning assistant, student must invest time toward earning teaching credential • High in incentives

18. Incentives • Financial: $1500 per semester • Intellectual: play integral role in course transformation effort • Summer research opportunities • Social: opportunities to work with exciting people in pleasant surroundings – treated as colleagues

19. Colorado STEMTP today and tomorrow • Project has been underway for only 7 months • Employing ~40 undergraduate learning assistants • Hope (expect) ~25 % of learning assistants will become teachers • Aim to graduate ~ 20 - 30 STEM teachers per year

20. Our unfinished agenda • Introduce early field experience • Reduce credit hour requirements, both in A&S depts and for education license • Establish new Bachelors/Masters Program • Develop support infrastructure for in-service teachers • Include Chemistry and Geology • Raise $$$

21. Teacher education program UW Physics Department (NSF–ESIE, DUE, and MPS–Physics)Contributions to other UW teacher professional development programs (including Teachers for a New Era, aCarnegie Foundation collaboration between CoE and A&S) Lillian C. McDermott Donna L. Messina Physics Education Group

22. Current members of the Physics Education Groupat the University of Washington Faculty Lillian C. McDermott Paula Heron Peter Shaffer Physics Ph.D. Students Hunter Close Matt Cochran Sean Courtney Andrew Crouse Mila Kryjevskaia Matt Lautenschlager Beth Lindsey Lecturers & Post-docs Romana Crnkovic MacKenzie Stetzer Teachers (K-12) Lezlie S. DeWater Donna Messina Karen Wosilait Our coordinated program of research, curriculum development, and instruction is supported in part by grants from the National Science Foundation.

23. Physics Education Group • research on the learning and teaching of physics and physical science • research-based curriculum development with application to • undergraduate instruction • professional development of teachers (K-20+)

24. at UW Instruction at pilot sites Application of researchto development of curriculum Curriculum Development Research Instruction

25. Second CareerTeachers Physics/Physical Science Courses: inservice teachers Summer Institute for Inservice K-12 Teachers Summer: Workshops for local teachers Academic year: Continuation Course for K-12 Teachers Faculty development workshops Graduate students in GK-12(Applied Math) Workshops for Seattle LSC Instructors Short workshops (at national meetings and universities Summerweek-long workshop(at UW) K-12 Teacher Preparation and Professional Development Programs Physics/Physical Science Courses: preservice teachers Elementary & Middle School teachers Middle School Teachers High School Teachers Academic year:

26. How should we teach teachers? • Identify the science content that teachers are expected to teach • Determine the background teachers need to teach science by guided inquiry • Teach teachers in a manner consistent with how they are expected to teach

27. What do teachers need in order to teach science by guided inquiry? • More than reformed lecture-based courses (Courses for physics majors and descriptive courses for non-majors are not adequate.) • Discipline-based courses that • teach concepts and process together within a coherent body of content (not isolated activities) • are laboratory-based and begin with direct experience • emphasize reasoning by requiring explanations (verbal and written) of how we know what we know • ask teachers to reflect on how they developed their own understanding, including identification of difficulties they encountered In-depth, guided-inquiry science courses increase the potential for impact of subsequent science methods courses