http://www.compadre.org/PTEC/ PTEC's Master Teacher Articles en-US Copyright 2013, ComPADRE.org editor@ptec.org (Managing Editor) Tue, 18 Jun 2013 18:38:08 EST http://blogs.law.harvard.edu/tech/rss http://www.compadre.org/PTEC/services/images/LogoSmallPTEC.gif http://www.compadre.org/PTEC/ 125 35 This paper contains a scholarly description of pedagogical practices of the Rutgers Physics/Physical Science Teacher Preparation program. The program focuses on three aspects of teacher preparation: knowledge of physics, knowledge of pedagogy, and knowledge of how to teach physics pedagogical content knowledge-- PCK. http://www.compadre.org/PTEC/items/detail.cfm?ID=10402 http://www.compadre.org/Repository/document/ServeFile.cfm?ID=10402&DocID=1874 http://www.compadre.org/PTEC/bulletinboard/Thread.cfm?ID=10402 Thu, 14 Oct 2010 00:00:00 EST Steve Iona of the University of Denver addresses the question, "The Teacher in Residence (TiR) can influence future teachers; the TiR can influence students who might consider becoming future teachers; but can the TiR influence a physics department to be more interested in preparing future teachers?" http://www.compadre.org/PTEC/items/detail.cfm?ID=9345 http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9345&DocID=1254 http://www.compadre.org/PTEC/bulletinboard/Thread.cfm?ID=9345 Thu, 20 Aug 2009 00:00:00 EST The mission of the College Ready Mathematics and Physics Partnership, a 7M dollar NSF MSP program lead by the University of Arkansas, is to enhance mathematics and physics learning for all students in its partner districts and teacher-preparation programs in partner institutions, closing achievement gaps, and preparing students for success in mathematics, science, and teaching careers. This will be achieved by building learning communities of 7-12 teachers and college faculty that foster and nurture smooth access to, productive disposition toward, and preparation for success in college. http://www.compadre.org/PTEC/items/detail.cfm?ID=9265 http://collegeready.uark.edu/Welcome.html http://www.compadre.org/PTEC/bulletinboard/Thread.cfm?ID=9265 Sun, 19 Jul 2009 00:00:00 EST The Council of Chief State School Officers (CCSSO) was awarded a grant from the National Science Foundation to conduct a meta analysis study with the goal of providing state and local education leaders with scientifically-based evidence regarding the effects of teacher professional development on improving student learning. The analysis focused on completed studies of effects of professional development for K-12 teachers of science and mathematics. The meta analysis results show important cross-study evidence that teacher professional development in mathematics does have significant positive effects on student achievement. The analysis results also confirm the positive relationship to student outcomes of key characteristics of design of professional development programs. http://www.compadre.org/PTEC/items/detail.cfm?ID=9245 http://www.ccsso.org/Documents/2009/Effects_of_Teacher_Professional_2009.pdf http://www.compadre.org/PTEC/bulletinboard/Thread.cfm?ID=9245 Sat, 11 Jul 2009 00:00:00 EST 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/PTEC/items/detail.cfm?ID=4957 http://www.compadre.org/Repository/document/ServeFile.cfm?ID=4957&DocID=236 http://www.compadre.org/PTEC/bulletinboard/Thread.cfm?ID=4957 Mon, 02 Jun 2008 00:00:00 EST 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.compadre.org/PTEC/items/detail.cfm?ID=7019 http://phystec.org/components/master-teachers/yourprogram.php http://www.compadre.org/PTEC/bulletinboard/Thread.cfm?ID=7019 Tue, 20 May 2008 00:00:00 EST 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/PTEC/items/detail.cfm?ID=4957 http://www.compadre.org/Repository/document/ServeFile.cfm?ID=4957&DocID=236 http://www.compadre.org/PTEC/bulletinboard/Thread.cfm?ID=4957 Tue, 20 May 2008 00:00:00 EST 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://www.compadre.org/PTEC/items/detail.cfm?ID=7002 http://phystec.org/components/advisory-group/strategies.php http://www.compadre.org/PTEC/bulletinboard/Thread.cfm?ID=7002 Tue, 20 May 2008 00:00:00 EST We face a crisis in mathematics and science teacher preparation in the United States. This is especially true in regard to physics teachers. As the political uproar has increased, the pressure on institutions of higher learning and on physics departments in particular has become more intense, leaving many to wonder about possible solutions. How can we, as physicists, take on such an overwhelming task in an area where we have little experience or training? This article deals with one approach to addressing these issues. The use of exemplary K-12 teachers as agents of change in universities has been quietly making its way into teacher preparation programs around the country over the past decade. While it is not unheard of for K-12 teachers to work on college campuses as an entry level or temporary instructor, it has rarely been the case that they are sought out specifically for their expertise in the K-12 classroom. However, more and more K-12 teachers are employed to directly apply their classroom wisdom to the many facets of identifying, recruiting and supporting K-12 teachers of physics. In this role, they are commonly called Teachers-in-Residence (TIRs) or Master Teachers (MTs). http://www.compadre.org/PTEC/items/detail.cfm?ID=5929 http://www.aps.org/units/fed/newsletters/fall06-spring07/olsen.html http://www.compadre.org/PTEC/bulletinboard/Thread.cfm?ID=5929 Mon, 19 May 2008 00:00:00 EST 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://www.compadre.org/PTEC/items/detail.cfm?ID=7020 http://www.compadre.org/PTEC/bulletinboard/Thread.cfm?ID=7020 Mon, 19 May 2008 00:00:00 EST 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/PTEC/items/detail.cfm?ID=7159 http://www.compadre.org/Repository/document/ServeFile.cfm?ID=7159&DocID=358 http://www.compadre.org/PTEC/bulletinboard/Thread.cfm?ID=7159 Mon, 19 May 2008 00:00:00 EST