Addressing the Physics Teacher Shortage by Master's Level Cross and Alternative Certification into Physics Teaching

1. Addressing the Physics Teacher Shortage by Master's Level Cross and Alternative Certification into Physics Teaching Dan MacIsaac Department of Physics, SUNY- Buffalo State College <macisadl@buffalostate.edu> Dave Henry and Kathleen Falconer, Department of Elementary Education and Reading, SUNY- Buffalo State College Joe Zawicki, Department of Earth Science and Science Education, SUNY- Buffalo State College

2. Abstract Since 2002, SUNY-Buffalo State Physics has established and grown two M.S.Ed. (Physics) programs leading to NYSED 7-12 Physics Certification to over fifty candidates, with about twenty-five graduates. An attendant Summer Physics Teachers’ Academy serves 60-90 physics teachers annually, awarding graduate credit to over 200 individual NY HS physics teachers. These programs will be described, together with their impact on the candidates and our department. An overview of what we believe are contributors to our success will also be described. : MacIsaac, D.L., Henry, D., Zawicki, J.L. Beery, D. & Falconer, K. (2004). A new model alternative certification program for high school physics teachers: New pathways to physics teacher certification at SUNY-Buffalo State College.Journal of Physics Teacher Education Online, 2(2), 10-16.

3. Buffalo State Programs:History, Overview & Current • Started in 2002 with 2 candidates • Admission stats for both programs (we claim 50-odd actives): 49 MSEd (Physics) candidates (majority cross-cert – already certified in another science or math) • 29 MSED (Physics +AC) candidates; 9 engineers; 2 PhDs • 21 graduates (4 AC - 1 not teaching by choice) • 3 drop outs • Roughly 3-6 candidates in admissions pipeline at any one time • Recent Demographics in both programs*: • 14 women • 1 Hispanic-American • 1 African-American candidate, 1 graduate • (*less in-actives)

4. Buffalo State Programs:History, Overview & Current • Started with: • • One tenure-track physics education faculty • • Physics faculty inc. certified HS teachers including collaborated with past HS Physics Teachers now faculty in Elementary Education and Reading and Earth Science and Science Education • • Several local master physics teachers (WNYPTA community) • Currently: • • Tenure track professional hired 2006 • • 2nd physics education faculty hired 2007 • • A dozen local master physics teachers (WNYPTA community) • Opportunities: • • to work outside the traditional box of physics teacher licensure • • receive state and national recognition by establishing new model NYSED AC program • • received NSF funding • • institutional recognition

5. Buffalo State Programs:History, Overview & Current • Buffalo State Summer Physics Teachers’ Academy • 75-90 teacher seats each summer • 200+ NY HS physics teachers individual alumni 2002-07 • Intensive courses (after ASU Modeling Summer Academy) • 2-3 week long • 8-13 hours per day • maximum 30 participant teachers in course • co-taught by master HS physics teachers and university faculty • physics content and pedagogy integrated • teacher and student “hats” modes • grown to four possible graduate courses each summer • 1 elementary physics and education courses • 3 secondary physics education courses (two concurrently)

6. Buffalo State Programs:History, Overview & Current

8. Physics 622- Summer 2005 Participants and Instructors

9. Important Lessons Learned that we feel contributed to our success - we built physics teacher preparation programs specifically dedicated to and focused upon teaching one subject only, housed within physics and team taught with appropriate physics faculty and master HS physics teachers for professional credibility to multiple audiences (candidates; teachers, SED; faculty) - redefined the physics teacher candidate shortage problem for success by targeting nontraditional yet highly motivated physics teacher preparation audiences (cross certification; alternative certification) SOME OF WHOM ARE ALREADY TEACHING PHYSICS andwho areunlikely to be readily replaced by qualified candidates even if these were available

10. Important Lessons Learned that we feel contributed to our success - physics teacher preparation courses were scheduled to meet Full Time employed adult target candidate needs– evening courses, online courses and intensive summer academies; also help with certification and financial support mechanisms for candidates (Noyce scholars; Perkins and Stafford Loan forgiveness etc) - we recognize physics teacher candidates pretty universally don't know their physics content, don’t how to teach it, and they don't know that they don't this. Yes, even our physics majors too -- see the extensive PER and SER literature. - need for transparent, operational-ized and well-articulated definitions of high quality intro physics learning and teaching (RTOP == Reformed Teaching Observation Protocol)

11. Important Lessons Learned that we feel contributed to our success - programmatic role of PCK is central: graduate level showcase courses contain undergraduate physics content (absolutely requred), lower division mathematical representations and graduate level PCK (E.g. ) - in-depth use of PER-based activities and curricula; extended reflection; use of "Student hat" and "Teacher hat" activities and analyses throughout

12. Important Lessons Learned that we feel contributed to our success • A "perfect storm" at Buffalo State College? • institutional and physics department politics • teacher preparation mission at college (NCATE) • search for distinctive programs and identity • important cross-disciplinary collaborations • flexible faculty willing to go "outside the box" • experienced players in teacher preparation • growing the pie in physics department resources • lack of physics graduate program competition? • See <PhysicsEd.BuffaloState.edu/pubs/PTEC>