Florida International University Project Report 2008
Teacher-In-Residence
Successes
- In the first year of the project, we were able to hire the first FIU Teacher-in-Residence (TIR) with both classroom (10 years) and university (5 years) experience. The TIR was therefore able to focus on project start-up and activities rather than learning the university environment.
- FIU PhysTEC has been able to identify 4 future TIRs.
- The Teacher-in-Residence worked with the FIU Physics Education Research Group to expand the learning community and accomplish PhysTEC Goals. Examples range from continual informal interaction with students and LAs to bring them into the community, serving as liaison between the group and the department in implementing reformed labs, to implementing the reform labs assessments.
Challenges
- Working with local school districts in terms of their willingness to release the Teachers-in-Residence is challenging, as is working out the paperwork details.
Sustainability/Institutional Buy-In
- FIU’s College of Education and College of Arts and Sciences are committed to supporting a Teacher-in-Residence at the close of the initial project. This commitment remains firm despite a budget crisis at the university.
- Associate Superintendents have made indications that Miami-Dade County Public Schools will also support ongoing Teacher-in-Residence assignments.
Lessons Learned
- Having beginning teachers ready to “replace” Teachers-in-Residence makes principals more comfortable in releasing teachers.
- Teachers are reticent to leave known, comfortable environments, and so familiarity with FIU and Research Group members has been a key factor in recruiting new TIRs. All 4 prospective future TIRs are past participants of CHEPREO’s Physics Modeling Workshops.
List of TIRs over the project
- 2007-2008—Leanne Wells: Taught Electronics, Physics, & Mathematics for 10 years in Botswana and Miami, FL.
Finding and Hiring a TIR
- In February, the FIU PhysTEC team contacted physics teachers to let them know that we were seeking a TIR for the next academic year. A job description was provided (see Appendix 5).
- The TIR Application (see Appendix 4) was posted and 3 applications were received. Another teacher has recently expressed desire to be a TIR but has yet to complete the application.
- With the TIR for 2008-2009 identified, PhysTEC has worked with school administrators, regional personnel, and district officers to approve the assignment. As Miami-Dade is the 4th largest school district in the country, just finding the appropriate district personnel can be a challenge. The hiring is still in process but the path is becoming clearer and senior district personnel have agreed to assignment.
- The new TIR was the student-teacher supervisor of a recent FIU science education graduate and so has been able to provide his school administration with a replacement.
Typical TIR activities
- Co-teach science pedagogy courses for LAs; 4 hours/wk
- Development and implementation of reformed introductory physics lab; 7-12 hours/week
- Mentor and train LAs; 10 hours/week (Much of this mentoring occurred during informal conversations with LAs before and after classes, and in responding to their e-mails and phone calls. However, lab training for LAs occurred every Monday for 1 hour)
- Meet with members of Physics Education Research Group individually or together; 1-10 hours/week (dependent on upcoming events & activities)
- Participate in Teacher Advisory Group (FizMo) meetings; 2-3 hours ~every three weeks.
- Prepare proposals & reports, maintain records, maintain TIR paperwork; 1-20 hours/week
Florida International University