University of Pennsylvania Science Teacher Institute

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University of Pennsylvania Science Teacher
Institute

• Constance Blasie
• Program Director
• Hai-Lung Dai
• Director and PI

Funded by a NSF MSP program grant since 2004,
with additional industrial (Rohm Haas Co.) and
private (Dreyfus Foundation and Penn) support.
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The Problem Our Approach

• Large numbers of in-service teachers with no
  intention of leaving the profession in the near
  future do not have adequate content preparation
  to teach science well, nor do they understand
  the nature of science
• A rigorous content-intensive degree program that
  models research-based promising practices in the
  presentation of its courses is an approach a
  research university can take to help alleviate
  this problem

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Institute Description

• The Penn STI is a collaborative effort of Penns
  School of Arts and Sciences and its Graduate
  School of Education to offer
• Two content-intensive professional development
  masters degree programs for in-service science
  teachers in the mid-Atlantic region
• Master of Chemistry Education for secondary
  teachers
• Master of Integrated Science Education for middle
  grades teachers
• Each with 8 specially designed content courses
  and 2 pedagogy courses
• And support structures for those teachers in the
  form of
• A Science Education Resource Center and
• An Administrators Science Education Academy.

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Degree Programs

• 8 content courses
• Master of Chemistry Education full range of
  chemistry courses specially designed for high
  school teachers with emphasis on technology,
  laboratory, social relevance, and classroom
  effectiveness.
• Master of Integrated Science Education courses
  specially designed for middle grades teachers in
  math (1), physics (2), chemistry (2), biology
  (1), environmental science (1), and earth science
  (1) with emphasis on technology, laboratory,
  social relevance, and classroom effectiveness.
• 2 science education courses
• 26 months - 3 summers (2 courses each) and 2
  academic semesters (alternating Saturday classes)
• Little or NO out-of-pocket tuition NSF MSP
  grant, Penn SAS, industrial support (Rohm Haas)

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Supporting the TeacherParticipants and Graduates

• Dreyfus Science Education Resource Center
• Faculty mentoring
• Lending of equipment and teaching kits
• Mini grants for classroom teaching improvement
• Print, multi-media resources for courses and
  classrooms
• Administrators Science Education Academy
• What is the research-base for proposed changes in
  science education?
• What does inquiry look like? How do you
  evaluate it?
• How do you support teachers who are changing
  their practice?

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Effectiveness and Outcomes

• 85 graduates (out of 100 enrolled) of the MCE
  Program 2002-2006
• Penn STI base-line data shows us
• Participant teachers content knowledge does need
  to be strengthened
• Middle grades teacher participants content
  knowledge is especially weak
• Participating secondary teachers are more
  resistant to adopting reform-based teaching
  practices
• University instructors involved in our programs
  can change their instructional methods, but not
  easily and not consistently

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Challenges Faced

• Financial support for teacher degree programs is
  essential.
• Teachers need professional and emotional support
  to be successful in a 26-month, intensive
  program.
• The number of teachers with the necessary level
  of commitment is limited inducement and
  encouragement is necessary.
• How to get urban school districts, which are in
  more need of such opportunities for their
  teachers, to fully participate?
• How to involve research-active university science
  faculty, who have little time and/or incentive
  for such activities but whose skills are needed,
  in such programs?

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For More Information

• Penn STI Office
• PennSTI_at_sas.upenn.edu
• [phone]
• Penn STI Website
• http//www.sas.upenn.edu/PennSTI
• NSF grant EHR 0412404