Master Teachers

Teacher Advisory Group: Strategies

published by the Physics Teacher Education Coalition

Many PhysTEC sites have recruited local physics teachers to form Teacher Advisory Groups (TAGs), which meet regularly with department faculty to help improve pre-service teacher preparation. TAGs can serve several functions within a teacher preparation program. Several programs have benefited from the advice and expertise that local teachers were able to provide. TAGS can also become communities where teacher networks form, and where pre-service teachers can meet and learn from experienced working teachers.

http://phystec.org/components/advisory-group/strategies.php


TIR'S and Teacher Preparation: The What, When, Why and How!

written by David Buck-Moyer and Nancy Stauch

The need to recruit, train, and retain well-prepared science teachers has never been higher. This presentation explores how a Teacher in Residence (TIR) program can enhance and improve a teacher education program. TIR's are experienced local science teachers, brought on to a university campus to address teacher preparation. The presentation covers the roles TIRs can play in; methods courses, supervision of student teachers, liaison with the college of education and local schools, formation and guidance of a teacher advisory group, and the development of innovative courses to draw in new science teachers. Finally the presentation examines how a program like this can work at particular schools and how programs can be sustained at the university level.

http://www.compadre.org/PhysTEC/document/ServeFile.cfm?ID=4957&DocID=236


What Can a Master Teacher/ Teacher-in-Residence Do for Your Program?

published by the Physics Teacher Education Coalition

The linchpin of most successful teacher preparation programs around the country is the Master Teachers (MT), or Teacher-in-Residence (TIR) – an agent of change who applies classroom wisdom to the tasks of identifying, training, and supporting teachers of physics. The role of a TIR includes recruiting new teachers, supervising field experiences, mentoring pre-service and beginning teachers, teaching methods and content classes, redesigning existing course curricula and developing new courses, redesigning and giving professional development workshops, and giving numerous workshops and presentations at local schools as well as at state, regional, and national meetings.

http://www.phystec.org/keycomponents/tir/


UTeach: Preparing Tomorrow's Secondary Mathematics and Science Teachers

written by Lynn Kirby and Mary Walker

This presentation outlines the role of master teachers in the University of Texas UTeach program. The selection, roles, and responsibilities of the master teachers are outlined. Master Teachers have lengthy experience and success mentoring novice teachers. Master Teachers can "speak the language" of local school district students, teachers and administrators. Master Teachers have, also,  taught in the public school environment, they have credibility with UTeach students.

http://www.compadre.org/PhysTEC/document/ServeFile.cfm?ID=7159&DocID=358


PhysTEC TIR Handbook

published by the Physics Teacher Education Coalition

The importance of Master Teachers has been recognized nationally – for example, the 2000 report "Educating Teachers of Science, Mathematics, and Technology" calls for the presence of "master/mentor teachers in partner school districts [who] would have adjunct appointments with the schools of education or the departments of science, mathematics, or engineering [and who] would take on a significant role in the mentoring of future teachers during their practicum experiences." This site is an internet resource for Master Teachers and TIRs including background information on the PhysTEC project, contact information for other Master Teachers, and suggestions and guidelines for program development, induction and mentoring, and course reform.

http://homepage.mac.com/dbyrum/tirindex.html


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