Selected Collaboration ResourcesLane Seeley and Stamatis Vokos, "Creating and Sustaining a Teaching and Learning Professional Community at Seattle Pacific University". APS Forum on Education Newsletter, Summer 2006.
Mel S. Sabella, Andrea G. Van Duzor, Jennie Passehl, and Kara Weisenburger, "A Collaboration Between University and High School in Preparing Physics Teachers: Chicago State University's Teacher Immersion Institute". The Physics Teacher, 50 (5), 2012.
M. Sabella, K. Clay, and E. Price, Partnerships Between Two-Year Colleges and Four Year Institutions presented at the 2012 Physics Teacher Education Coalition Conference, Ontario, CA, 2012.
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Information on Collaboration from PhysTEC InstitutionsArizona State University
Ball State University
Brigham Young University
Cal Poly Pomona
Cal Poly-San Luis Obispo
California State University, Long Beach
California State University, San Marcos
Central Washington University
Chicago State University
Florida International University
Georgia State University
James Madison University
Middle Tennessee State University
North Carolina State University
Seattle Pacific University
Towson University (Elementary)
Towson University (Secondary)
University of Alabama
University of Arizona
University of Arkansas
University of Central Florida
University of Cincinnati
University of Colorado at Boulder
University of Minnesota
University of Missouri-Columbia
University of North Carolina at Chapel Hill
University of Wisconsin - La Crosse
Western Michigan University
Collaboration between physics departments, education schools, and local school districts is essential to create a coherent and effective teacher preparation program. The linchpin of collaborative efforts is often the Teacher-in-Residence, who is in a unique position to be able to use his or her connections in the local school district to improve the preparation, induction, and mentoring of future physics teachers.
Strategies for Collaboration between Physics and Education Faculty
Form a committee of physics and education faculty to design a coherent program. A teacher preparation program should seamlessly integrate physics content, state teacher certification requirements, and pedagogical content knowledge. All courses in the program should be both necessary and appropriate.
Cross-list appropriate courses in physics departments and education schools. Courses that provide pedagogical content knowledge should be cross-listed, and designed to meet state certification requirements. This can lessen the time required for certification.
Use a Teacher-in-Residence as a bridge between your physics department and education school. As someone skilled and trained in both physics and teaching, a Teacher-in-Residence resides in both worlds, and is a natural liaison between physics and education faculty.
Form joint physics-education committees for faculty searches, grant writing, and thesis reviews. Including both physics and education faculty on committees ensures that both groups will have a voice in important decisions and programs that affect physics teacher preparation. Some grants, such as UTeach Replication, require collaboration between disciplinary departments and education schools.
Consider creating a joint faculty position. A number of universities have a faculty member with a joint appointment in physics and education, allowing this person to serve as a natural bridge between the two worlds.
Collaborate on articles, presentations, and workshops.
Strategies for Collaboration between Physics Faculty and Local Teachers
Involve local teachers in the design and operation of your program. This will give you a strong cohort of teachers to work with, and make them feel invested in your program. One model is to host regular meetings of a teacher advisory group of local physics teachers on campus.
Use professional development workshops and other outreach efforts to make connections with local physics teachers. Professional development workshops and outreach efforts are great opportunities for recruiting teachers to supervise student teachers in your program, as well as for recruiting a Teacher-in-Residence. Professional development is also a way to ensure that student teacher supervisors buy into research-based teaching methods.
Form a professional learning community. Creating meaningful programs to bring teachers to your institution is a great way to forge connections with local schools.