Development of the PTEPA
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ere is a severe shortage of quali ed secondary physics teachers in the United States: 63% of all high school physics teachers lack either a degree in physics or teacher certi cation. A fundamental cause is that few physics departments are engaged in the preparation of physics teachers, due to lack of professional rewards, negative attitudes about teaching among faculty, di culty working with the college of education, and other factors. Despite such barriers, each year a select few physics departments manage to graduate ve or more quali ed physics teachers annually from their teacher preparation programs. What can we learn from such “thriving programs” to help other programs emulate such results? In this talk we will present our initial results from development and validation of the Physics Teacher Education Program Assessment (P-TEPA). e P-TEPA is a detailed rubric – based on prior work in the eld – which systematically characterizes elements that typify such “thriving programs”. e P-TEPA is intended to be used by researchers and program leaders to understand and improve physics teacher preparation programs.
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Development of the PTEPA
- 1. DEVELOPMENT OF THE PHYSICS TEACHER EDUCATION PROGRAM ASSESSMENT (P-TEPA) Stephanie Chasteen (Chasteen Educational Consulting) Rachel Scherr (Scherr & Associates) Monica Plisch (American Physical Society)
- 2. HOW DO WE DEFINE “EXCELLENCE” FOR PHYSICS TEACHER PREPARATION PROGRAMS? Key Components of successful physics teacher preparation programs include: • Champion • Teacher in Residence • Collaboration • Institutional Commitment • Assessment • Recruitment • Early Teaching Experiences • Pedagogical Content Knowledge • Learning Assistants • Induction & mentoring http://www.phystec.org/keycomponents/
- 3. OUR SOLUTION: DEFINE EXCELLENCE BY CREATING A SYSTEM TO MEASURE IT. • The Physics Teacher Education Program Assessment (P-TEPA) is a rubric to systematically categorize what teacher preparation programs do. • Enables self-study and research. • Our hypothesis: The P-TEPA measures things that thriving programs (large institutions producing 5+ teachers/year) tend to have.
- 4. METHODS • Started with Teacher Education Program Assessment (TEPA)* • Reconcile with PhysTEC Key Components, SPIN-UP, T- TEP, SCII, VALUE and PULSE** for creation of items. • Created scale points for each item (very hard!) • Applied at 8 diverse ”thriving programs” (4 PhysTEC, 4 non-PhysTEC). • Revised P-TEPA (in progress) * Teacher Education Program Assessment, C. Coble, through APLU’s Science Math Teacher Imperative (SMTI) ** APS Strategic Program… (SPIN-UP); National Task Force on Teacher Education in Physics (T-TEP), Survey of Climate for Instructional Improvements (SCII), AAC&U VALUE Rubrics, Partnership for Undergraduate Life Science Education (PULSE).
- 5. HYPOTHESES WE ARE EXPLICITLY NOT TESTING - A high score on the P-TEPA* means you probably produce a large number of physics teachers - Increasing your P-TEPA score will increase the number of teachers you produce. * Physics Teacher Education Program Assessmen
- 6. WHAT THE P-TEPA LOOKS LIKE 7 Standards 1. Institutional commitment 2. Leadership and Collaboration 3. Strong Physics program 4. Physics pedagogical knowledge 5. Recruitment 6. Mentoring 7. Assessment Each standard has • A definition of that standard • Components of that Standard Standards >> Components >> Items >> Scale points
- 7. WHAT THE P-TEPA LOOKS LIKE 7 Standards 1. Institutional commitment 2. Leadership and Collaboration 3. Strong Physics program 4. Physics pedagogical knowledge 5. Recruitment 6. Mentoring 7. Assessment Each standard has • A definition of that standard (e.g., “The program recruits many physics teacher candidates from diverse sources”) • Components of that Standard Standards >> Components >> Items >> Scale points
- 8. WHAT THE P-TEPA LOOKS LIKE 7 Standards 1. Institutional commitment 2. Leadership and Collaboration 3. Strong Physics program 4. Physics pedagogical knowledge 5. Recruitment 6. Mentoring 7. Assessment Each standard has • A definition of that standard (e.g., “The program recruits many physics teacher candidates from diverse sources”) • Components of that Standard (e.g., ”recruitment success,” “recruitment pool,” “early teaching experiences,” “streamlined and flexible program options”). Standards >> Components >> Items >> Scale points
- 9. EXAMPLE COMPONENT Standards >> Components >> Items >> Scale points COMPONENT 5C: EARLY TEACHING EXPERIENCES Early teaching experiences give first or second year students a taste of the rewards and challenges of teaching. [Objective is PTEPA9 5.4.] NP Possible attributes at BASIC LEVEL Possible attributes at BENCHMARK LEVEL Possible attributes at EXEMPLARY LEVEL Essential 5C-1 Number of early teaching experiences* There is at least one early teaching experience There is at least one sustained early teaching experience (e.g., STEP1 course, LA program) There are several early teaching experiences, at least one of which is sustained. 5C-2 Availability of early teaching experiences Early teaching experiences accommodate the number of students who typically enter the program Early teaching experiences accommodate slightly more than the number of students who typically enter the program. Early teaching experiences can accommodate many more than the number of students who typically enter the program. 5C-3 Quality of early teaching experiences New V10 Students receive some level of mentorship in teaching Students are exposed to the expertise of teaching Students are explicitly exposed to and mentored in the expertise of teaching Enabling 5C-4 Marketing of early teaching experiences Early teaching experiences are informally marketed (e.g., in advising appointments, passive notices) At least one of the early teaching experiences is well- marketed (e.g., posters, brochures, announcements) At least one of the early teaching experiences is aggressively marketed as an entry point to a teaching career 5C-5 Recruitment within early teaching experiences Students participating in early teaching experiences may be informed about the PTE program and credentialing options Students participating in early teaching experiences are informed about the PTE program and credentialing options Students participating in early teaching experiences are strongly encouraged to consider teaching as a career * Early teaching experiences may include tutoring, outreach, Learning Assistant, STEP or other entry level courses, or Learning Assistant experiences, among other possibilities. Early teaching experiences are those which are intended primarily to give an early experience with Component 5C: Early Teaching Experiences
- 10. COMPONENT 5C: EARLY TEACHING EXPERIENCES Early teaching experiences give first or second year students a taste of the rewards and challenges of teaching. [Objective is PTEPA9 5.4.] NP Possible attributes at BASIC LEVEL Possible attributes at BENCHMARK LEVEL Possible attributes at EXEMPLARY LEVEL Essential 5C-1 Number of early teaching experiences* There is at least one early teaching experience There is at least one sustained early teaching experience (e.g., STEP1 course, LA program) There are several early teaching experiences, at least one of which is sustained. 5C-2 Availability of early teaching experiences Early teaching experiences accommodate the number of students who typically enter the program Early teaching experiences accommodate slightly more than the number of students who typically enter the program. Early teaching experiences can accommodate many more than the number of students who typically enter the program. 5C-3 Quality of early teaching experiences New V10 Students receive some level of mentorship in teaching Students are exposed to the expertise of teaching Students are explicitly exposed to and mentored in the expertise of teaching Enabling 5C-4 Marketing of early teaching experiences Early teaching experiences are informally marketed (e.g., in advising appointments, passive notices) At least one of the early teaching experiences is well- marketed (e.g., posters, brochures, announcements) At least one of the early teaching experiences is aggressively marketed as an entry point to a teaching career 5C-5 Recruitment within early teaching experiences Students participating in early teaching experiences may be informed about the PTE program and credentialing options Students participating in early teaching experiences are informed about the PTE program and credentialing options Students participating in early teaching experiences are strongly encouraged to consider teaching as a career * Early teaching experiences may include tutoring, outreach, Learning Assistant, STEP or other entry level courses, or Learning Assistant experiences, among other possibilities. Early teaching experiences are those which are intended primarily to give an early experience with EXAMPLE COMPONENT Standards >> Components >> Items >> Scale points Three levels – basic, benchmark, exemplary – plus “not present” Item Items each measure one dimension. Component 5C: Early Teaching Experiences
- 11. COMPONENT 5C: EARLY TEACHING EXPERIENCES Early teaching experiences give first or second year students a taste of the rewards and challenges of teaching. [Objective is PTEPA9 5.4.] NP Possible attributes at BASIC LEVEL Possible attributes at BENCHMARK LEVEL Possible attributes at EXEMPLARY LEVEL Essential 5C-1 Number of early teaching experiences* There is at least one early teaching experience There is at least one sustained early teaching experience (e.g., STEP1 course, LA program) There are several early teaching experiences, at least one of which is sustained. 5C-2 Availability of early teaching experiences Early teaching experiences accommodate the number of students who typically enter the program Early teaching experiences accommodate slightly more than the number of students who typically enter the program. Early teaching experiences can accommodate many more than the number of students who typically enter the program. 5C-3 Quality of early teaching experiences New V10 Students receive some level of mentorship in teaching Students are exposed to the expertise of teaching Students are explicitly exposed to and mentored in the expertise of teaching Enabling 5C-4 Marketing of early teaching experiences Early teaching experiences are informally marketed (e.g., in advising appointments, passive notices) At least one of the early teaching experiences is well- marketed (e.g., posters, brochures, announcements) At least one of the early teaching experiences is aggressively marketed as an entry point to a teaching career 5C-5 Recruitment within early teaching experiences Students participating in early teaching experiences may be informed about the PTE program and credentialing options Students participating in early teaching experiences are informed about the PTE program and credentialing options Students participating in early teaching experiences are strongly encouraged to consider teaching as a career * Early teaching experiences may include tutoring, outreach, Learning Assistant, STEP or other entry level courses, or Learning Assistant experiences, among other possibilities. Early teaching experiences are those which are intended primarily to give an early experience with EXAMPLE COMPONENT Standards >> Components >> Items >> Scale points Items may be identified as “essential” or “enabling” Essential Enablin g Component 5C: Early Teaching Experiences
- 12. CHALLENGES • Programs achieve excellence in many ways and we do not want to be prescriptive. • Defining scale points that are valid and reliable is very hard. • Figuring out how to score an institution without “bean- counting” to excellence.
- 13. NEXT STEPS • Report with final P-TEPA due out in February 2018 • Test with site leaders for validity and reliability • Assess whether P-TEPA is useful for self-study and program improvements • Apply to low- and high- producing sites to test predictive validity. Many thanks to PhysTEC for funding this study.
Editor's Notes
- Noets – how will be used? Use for applying for grants. Work with Uteach; John Stewart had some thoughts, they do require things, but produce small #’s (?) Maybe apply PTEPA to Uteach sites that do and don’t produce large #s of physics teachers. What’s different? Join Uteach/PT? We are external evaluation team for PhysTEC, which commissioned this as part of program evaluation. One minute over. 3 main points: We need to be able to have systematic assessment. Programs achieve success in many ways and we need to honor those. The PTEPA captures what actually happens and can happen, but is not predictive and is a long term project. Talk flow: The problem is that we have a bunch of things programs should do, in the KC’s, but this is not very systematic. How do we guide programs in how to achieve excellence? How do we measure it, so we can do research on what programs do? And how can we tell people where they are lacking and what they might do? The solution is to develop a rubric to describe what thriving programs do. The rubric will allow us to do systematic research (what tends to happen at an R1? What elements seem most consistently connected to high teacher production?) and for sites to do self-assessment and use that to guide programmatic change. Here is the hypothesis we are testing. The hypotheses we are not testing and hope to test. Started with TEPA and KC’s, did 8 case study site visits, filling in and iterating. Hard because programs achieve excellence in many ways. Here’s what we have right now. Starting to validate against site visit data. Open questions are how to score without beancounting, trying to use accreditation without being prescriptive. http://www.business2community.com/cloud-computing/instance-management-tool-checklist-01835428#MOEo6liY30PV87iJ.97
- The problem is that we have a bunch of things programs should do, in the KC’s, but this is not very systematic. How do we identify where programs are lacking in these areas, so we can guide them on how to improve their programs, and do research on elements of different types of programs? We need to have some way to define what programs do.
- The solution is to develop a rubric to describe what thriving programs do. The rubric will allow us to do systematic research (what tends to happen at an R1? What elements seem most consistently connected to high teacher production?) and for sites to do self-assessment and use that to guide programmatic change. http://www.teachhub.com/teacher-rubric-guide
- Started with TEPA and KC’s, did 8 case study site visits, filling in and iterating. TEPA had categories and items. But no scale points. Hard to make the scale points since it requires defining what is low, medium, and high levels of, for example, having a Teacher in Residence. Is it the disciplinary expertise? Is it the FTE? Is it the number?
- Here is the hypothesis we are testing. The hypotheses we are not testing and hope to test.
- Taking from the accreditation literature, describing several standards, and components of those standards.
- Taking from the accreditation literature, describing several standards, and components of those standards.
- Taking from the accreditation literature, describing several standards, and components of those standards.
- Within each component, we identify essential items, and enabling items. Got this idea from teacher accreditation guidelines.
- Within each component, we identify essential items, and enabling items. Got this idea from teacher accreditation guidelines.
- Within each component, we identify essential items, and enabling items. Got this idea from teacher accreditation guidelines.
- Hard because programs achieve excellence in many ways. How do we develop a rubric that isn’t prescriptive, and allows people to achieve excellence in many ways. https://www.orangehilldev.com/top-4-challenges-small-digital-marketing-agencies-are-facing/
- NSF funding or not? http://onespokane.com/next-steps/