Improving K12 Science Education Judy Franz - PowerPoint PPT Presentation

Loading...

PPT – Improving K12 Science Education Judy Franz PowerPoint presentation | free to download - id: 6557ed-OTI2N



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Improving K12 Science Education Judy Franz

Description:

Improving K12 Science Education Judy Franz Symposium in Honor of Helen Quinn April 16, 2010 SLAC Achieve and Common State Standards Achieve and the National Governor ... – PowerPoint PPT presentation

Number of Views:117
Avg rating:3.0/5.0
Slides: 38
Provided by: KenC87
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Improving K12 Science Education Judy Franz


1
Improving K12 Science EducationJudy Franz
  • Symposium in Honor of
  • Helen Quinn
  • April 16, 2010
  • SLAC

2
  • Chair of the National Reseach Council Board on
    Science Education (BOSE)

3
(No Transcript)
4
  • My major goal for the coming year is to take a
    long range look at the Society. Where do we want
    to be five and ten years from now, and what do we
    need to do to get there?

5
Why is Improving K-12 Education Important?
  • Workforce and economic development
  • General Science Literacy
  • Production of future scientists and engineers

6
  • President Obama
  • If we as a nation do not prepare one of the
    worlds most educated and scientifically and
    mathematically literate workforces, then we have
    no chance of continuing to be one of the worlds
    most secure and competitive economies.

7
  • What is needed to improve K-12 science education?
  • Most important an excellent teacher in every
    classroom

8
Rising Above the Gathering Storm
  • Action A-1 Annually recruit 10,000 science and
    math teachers by awarding 4-year scholarships and
    thereby educating 10 million minds
  • Action A-2 Strengthen the skills of 250,000
    teachers through training and education programs
    at summer institutes, ----

9
What we need to do
  • Increase the number of well-prepared math and
    science teachers at all grade levels
  • Improve professional development for science and
    math teachers
  • Support and retain good teachers
  • Ensure good teachers for all students, regardless
    of socio-economic background

10
Good teachers are not the only thing that is
needed
  • Good curriculum and curricular materials
  • Equipment for hands-on experiments
  • Better understanding of how students learn
  • ?
  • ?

11
Why dont we have sufficient excellent physics
teachers?
  • Low priority in physics departments
  • Low salaries and no merit pay
  • Lack of mentoring and professional development
  • Erratic funding for teacher support programs
  • Poor school management
  • Lack of good standards and assessment

12
Why dont we have sufficient excellent physics
teachers?
  • Low priority in physics departments
  • Low salaries and no merit pay
  • Lack of mentoring and professional development
  • Erratic funding for teacher support programs
  • Poor school management
  • Lack of good standards and assessment

13
Need for High School Physics TeachersFields
with the highest demand(listed in order of
decreasing demand)
  • Severe/Profound Disabilities (Spec.
    Ed)Multi-categorical (Spec. Ed)Emotional/Behavio
    ral Disorders (Spec.Ed)Mild/Moderate
    DisabilitiesPhysicsMental Retardation (Spec.
    Ed)Learning Disability (Spec. Ed)Mathematics
    Visually ImpairedChemistry

2004 AAEE (American Association of Employment in
Education)Educator Supply and Demand in the
United States Report
14
  • Physics Teachers
  • 20,000 physics teachers
  • 1/3 have a degree in either physics or physics
    education
  • Most of the rest have at most a set of
    introductory courses
  • AND there is a dearth of even bad teachers
  • (But many are very, very good!!!)

15
1999 Joint Society Statement
  • The scientific societies listed below urge the
    physics community, specifically physical science
    and engineering departments and their faculty
    members, to take an active role in improving the
    pre-service training of K-12 physics/science
    teachers. Improving teacher training involves
    building cooperative working relationships
    between physicists in universities and colleges
    and the individuals and groups involved in
    teaching physics to K- 12 students. Strengthening
    the science education of future teachers
    addresses the pressing national need for
    improving K-12 physics education and recognizes
    that these teachers play a critical education
    role as the first and often-times last physics
    teacher for most students.

16
APS/AAPT/AIP Joint Efforts
  • We asked universities and colleges to endorse the
    statement, acknowledging their responsibilities
  • Now over 360 have now done so (including
    Stanford)
  • Started a major effort to work with universities
    to develop models for good teacher education
    programs (PhysTEC)
  • Received major funding from NSF and FIPSE

17
Key Elements
  • Teaching intro physics courses with active
    learning
  • Real cooperation with the School of Education
  • Teacher-in-Residence (Master Teacher)
  • Mentoring throughout the early teaching years
  • Assessment

18
  • Two additional elements have been added
  • Active recruiting of students
  • Early teaching experiences often as a TA in intro
    courses

19
  • Program has become a great success
  • Recently received a second 6.5M NSF grant
  • Often cited as a model program

20
12 PhysTEC Universities
  • Ball State University
  • Cal Poly, San Luis Obispo
  • Cornell University
  • Florida International University
  • Seattle Pacific University
  • Towson University
  • University of Arizona
  • University of Arkansas
  • University of Colorado, Boulder
  • University of Minnesota, Twin Cities
  • University of North Carolina, Chapel Hill
  • Western Michigan University
  •  

21
(No Transcript)
22
(No Transcript)
23
Why dont we have sufficient excellent physics
teachers?
  • Low priority in physics departments
  • Low salaries and no merit pay
  • Lack of mentoring and professional development
  • Erratic funding for teacher support programs
  • Poor school management
  • Lack of good standards and assessment

24
Weekly wages of full-time teachers and comparable
workers 19962006
  • Teachers Comparables
  • 1996 721 728
  • 1998 753 793
  • 2000 791 872
  • 2002 836 950
  • 2004 894 1007
  • 2006 920 1073

25
(No Transcript)
26
USA Today Op-Ed by Bill Frist
  • Something remarkable is happening in American
    public education. In a matter of months, the
    Obama administrations Race- to-the-Top
    competition engineered the kind of wholesale
    reform that ordinarily would take a generation to
    pull off.

27
Why dont we have sufficient excellent physics
teachers?
  • Low priority in physics departments
  • Low salaries and no merit pay
  • Lack of mentoring and professional development
  • Erratic funding for teacher support programs
  • Poor school management
  • Lack of good standards and assessment

28
Why dont we have sufficient excellent physics
teachers?
  • Low priority in physics departments
  • Low salaries and no merit pay
  • Lack of mentoring and professional development
  • Erratic funding for teacher support programs
  • Poor school management
  • Lack of good standards and assessment

29
Gathering Storm Report
  • The US education infrastructure suffers from a
    recurring pattern of abundant short-term thinking
    and insufficient long-term investment.

30
Why dont we have sufficient excellent physics
teachers?
  • Low priority in physics departments
  • Low salaries and no merit pay
  • Lack of mentoring and professional development
  • Erratic funding for teacher support programs
  • Poor school management
  • Lack of good standards and assessment

31
Why dont we have sufficient excellent physics
teachers?
  • Low priority in physics departments
  • Low salaries and no merit pay
  • Lack of mentoring and professional development
  • Erratic funding for teacher support programs
  • Poor school management
  • Lack of good standards and assessment

32
Taking Science to School Learning and Teaching
Science in Grades K-8
  • Knowing, using, and interpreting scientific
    explanations of the natural world
  • Generating and evaluating scientific evidence and
    explanation
  • Understanding the nature and development of
    scientific knowledge
  • Participating productively in scientific
    practices and discourse

33
  • Achieve Diploma Network Project States
  • 85 of high school students

34
Achieve and Common State Standards
  • Achieve and the National Governor Association
    trying to set benchmarks for all students to
    receive a world-class education.
  • 48 states launched an effort to formulate
    Common Core Standards in math and English
  • Released on March 10 to good reviews

35
Science Standards Why so Difficult?
  • Currently two sets of standards exist
  • AAAS Project 2061 (1989/1995)
  • National Academy (1996)
  • Characterized as a mile wide and an inch deep

36
Co-chairs Stanford Initiative on Improving K-12
Education
37
Thank you, Helen!
About PowerShow.com