For their May 2007 journal reflection, we asked our current 35 TIRs to provide some advice for the TIRs from the new PhysTEc sites who are joining the project. They responded with answers to the following questions:
1. What strategy was most effective in identifying and building relationships with future teachers?
- It is crucial that you work your way into helping teach one of the methods courses that pre-service teachers take. Then you will know them. (A healthy by product is your real life experience will improve the class.)
- Reach out to students on the campus in a variety of ways; talking to classrooms, talking to the professors in the physics dept., encouraging them to promote teaching! Once they come by for a visit, share your passion and enthusiasm for teaching. Help them navigate the many hoops they have to jump through to be part of the party. Reach out to them w/ emails and phone calls as their advocate and advisor. Share the joy of our awesome profession!!
-To identify teachers: existing departmental advising lists, class lists and much time spent with the University's computer information system, first day of class student information forms
- I did not accomplish much in this regard! The things I did that may have been helpful were: working with students in the middle school and elementary methods courses; assisting the future teachers in their lab TA duties, when they had them; inviting them to any teacher workshops that I was involved in as leader or attendee, inviting them into my classroom to observe or as a guest teacher; providing advice and listening to them when they wanted to talk about something informally. Having a physics education person as the main undergraduate advisor is the most effective thing my institution did.
- Giving examples of my own teaching helped the student teachers understand and visualize my own thinking as a teacher.
- When new and perspective teachers know that I have been in their situation and that I am speaking from experience they listen more. They respect my ideas and opinions knowing that I am backing these ideas with many years in the school system. I can relate to the problems, hard work, lack of sleep, and joy that comes with teaching.
- After 12 years in the classroom, I feel that the sharing my personal experiences was a way to make future teachers feel at ease.
-To build relationships: make yourself known to the identified pre-service teachers and offer to help them in a number of capacities including information such as science teaching as a career, the university requirements and course sequence for teaching majors, questions they may have about physics concepts and coursework, and so forth; participate in SPS and other activities in which the pre-service teachers are engaged; bring pizza; take them out to eat
- I guess I would have to say that teaching the science content course for future elementary teachers and the science, social studies, health methods course for intern teachers provides the greatest contact with future teachers. We still need to create a method of tracking these student teachers as they accept positions in near-by school districts.
- Sharing my own experiences, especially with those who are planning going through the non-traditional licensure program as I did.
- I was fortunate enough to be asked to teach in the methods classes where I was introduced to the future teachers. My lectures and discussion were about the real life aspects of teaching. They appreciated what I had to say and we began to build a rapport from there. Several of them would stop by my office at least once a week to visit and ask questions. I believe trust and credibility are the two most important factors that led to the strong relationship we built.
- Being present during the Learning Assistant (LA) training sessions and working with them on K-12 outreach gave me the chance to build meaningful relationships with future teachers.
- Working with them in courses, evening workshops and PhysTEC meetings.
Most important was getting to know their names, having some informal conversations both in and out of class as well as on field trips to visit schools.
These are the students who still seek me out to say "hi" and give updates on their course work, student teaching, and current teaching positions when we meet at conferences or workshops.
- Hooking up with or starting groups such as the SPS or NSTA Student chapter.
- Teaching, or co-teaching, a class that prospective teachers were taking was the quickest way to get to know them and for them to get to know someone who was currently teaching in high school.
- Being in class with them on a regular basis. (By far the best way to get to know them...especially if the class is an interactive class.) Another would be to schedule informal get-togethers on campus that include food.
-Teacher Advisory Group (TAG) meetings were most effective in my getting to know students already in the education program.
- Working with student teachers as their university contact person allowed for a more collegial relationship where teaching ideas & strategies could be exchanged, resources and materials could be shared and in general an example of how colleagues could, should work together to help one another succeed.
2. What strategy was most effective in building relationships with members of the Education school or department?
- I first needed to listen to what my colleagues were thinking and understand their rational.
- Co-teaching the courses with my colleague who has a joint appointment in the Physics Department and the School of Education has introduced me to members of the SOE. I have been included in meetings and have generally just tried to become a face they recognize as part of the physics department. The department has already established a wonderful working relationship with SOE and are collaborating on some projects and working together as part of a task force to carefully consider what we are doing to prepare our science teachers and what changes might be necessary to better prepare them for the challenges they face in the secondary classrooms.
- Previous collaborative experiences worked the quickest. In other words, having a reputation as someone who was willing to do a job, do it well and being a contributor and not a complainer about the COE.
- Well, my Ed colleague was so easy to work with! She and the PI had already planned much of my work with the Education school before I got there. In fact, I did some TIR style work in the elementary methods class quite a while before I was officially the first TIR. So, perhaps my suggestion would be to try to find one person who wants to work with you? In terms of working with others, I contacted them and offered any assistance, but didn't get anything much back, although I was invited in on some meetings/discussions at the education school. Later TIRs had much more success.
- Team teaching with them. Meeting regularly to plan the courses
-Introduce yourself, briefly explain the PhysTEC project, and ask what ideas they may have for creating a successful PhysTEC experience for the students, the university, and their departments; ask for some, initially small, help from them in accomplishing the PhysTEC goals
- Teaching a class for them - showing off how you use technology, or another item of your expertise.
- Sitting down and just visiting was an important first step. We got to know one another and appreciate our common ground. The monthly PhysTEC meetings were also a great benefit since they gave us the opportunity to meet as colleagues.
- Unfortunately, I have to say none. I don't feel like I built a relationship with them at all.
- Attend their meetings and when appropriate share your expertise about the educational game. You are the voice of reality and they will appreciate your input! As I finish my third year as a TIR, I found that these “ed folks” are all after the same thing- helping produce quality teachers. It has been great to be in on the ground level.
- Having a professor who was very good at welcoming TIRs into the "teaching methods" class
- In the 4 years at my university, regretfully I only met folks from the Education Department twice, once when securing keys for TIR office and once when the head of Education Department came to an Instructor’s Workshop to bring gifts for the mentor teachers.
- Attend as many of their meetings as possible. Get comfortable with them and then contribute your insights. (probably a two year process)
- My contact with the Education school is limited, but when I do talk with members of the Ed. department –I LISTEN. Even if I do not agree with something they believe I respect their position. If asked to give my own opinion I think carefully before I speak.
- I was not a part of the Education department. I met some of their graduate students during PER group meetings and in the class "Teaching and Learning Physics". I was able to build relationships with the physics department members by working closely with them on their projects.
- Be non-judgmental and be willing to exchange ideas while being open to other points of view.
3. What strategy was most effective in building relationships with local schools and their teachers?
-SPS already had been going on middle school visitations. I helped with this process and got to know some of the teachers.
- I worked mostly on the university campus, but I did make some connections through the summer workshops for teachers and pre-teachers that I was involved in. So, I would say planning and presenting those workshops is a start. Also, my institution sponsors a physics day, which is a pretty big event. Physics teachers from all over the state bring their kids to the university. Some of the kids from small towns have never seen a college or university. So, my work on that may have helped, although the program was long established before I got there.
- Support, support, support! They need support from us, especially the new teachers. Many times, they just need to vent to someone not involved in their school district. I shared resources and brought resources to their classrooms. Some don't have access to much, and I am able to fill that hole.
- We started a State Physics Teachers Alliance and had several meetings across the state in teachers’ classrooms.
- This one is tougher I think, unless your program already has links to the schools you will be working with. I started by creating email lists of teachers of physics in our area (looked on school websites). Contacted some former graduates and asked if they would like me to come out to their building and sit in on their classes and just meet informally. This year I had more interactions with schools by offering to do PD with their science teachers. I focused on implementing our new state science expectations and on how to implement more inquiry-based teaching into their classes.
- Arranging one on one meeting with the principals and sharing a Power-Point presentation about the goals and needs of course I teach for future teachers. The partnering between the schools and the university was emphasized.
- My continued participation in professional development offered by my school district kept me in touch with the science education leadership in the district as well as many teachers attending the PD. We have also worked in close collaboration with the school district to mold our elementary science education courses around the expectations of our local districts. We introduce the future teachers to the curriculum they will be expected to teach and constantly model the inquiry strategies they will be expected use when they teach science. We have also partnered with my district to have our pre-service teachers attend some PD classes free of charge.
- Because I have taught in this area for 23 years, I know many of the local science teachers. I am out in the schools all the time; I spend hours with our student teachers and their cooperating teachers, and this has created special bonds with the local schools. I love that the secretaries all know my name. I am not just a university professor, but a member of their world- A classroom teacher. I also try to bring treats to the teachers and the school secretaries!
- I always find a positive note to begin with and build from there. Every teacher doesn’t teach the same way, every class is different, and administrators always feel they know what they are doing. (Don’t criticize an administrator in public!)
- Being trustworthy and dependable are important since they are often at a loss to even know what they need most. If we are in the school then we can see what they need, whether support of the individual during a stressful first year or in getting equipment or activities that would make their life a little easier.
- PhysTEC evening meetings and workshops where pre-service, intern, beginning, and veteran teachers met.
- I made it clear that I was not there to evaluate the mentor/cooperating teachers’ classroom instruction or decisions though I didn’t always succeed. A couple of times, the mentor teacher became too self-conscious about my presence, no matter what I told them.
- TAG meetings were very effective in meeting and building relationships with local teachers. We had great discussions, which helped us know each other better and feel comfortable with one another.
- You are a TIR and you should have those relationships
- When observing student teachers, or pre-student teachers, stop by an say "hi" to fellow chemistry and/or physics teachers. Say "hi" to the department chair, let the teachers at this school see me as the university representative who is also "one of them".
4. What was one thing that you started but never completed during your time as a TIR?
- Many! One thing I discovered is that as a teacher you get instant feedback from each lesson and class. Changing the system takes weeks and years.
-The development of a set of conceptual questions for first semester physics courses.
- I tried to do an RTOP study of TA behavior. It was too much to do solo without knowing how to do education research, and within the time constraints of my other duties and my family. I regret not being able to complete it, though.
- I would have liked to do more follow-up with our graduates. I started trying to track them all down (past 5 years ) but was never able to connect with all of them. Even recent graduates were sometimes hard to find.
- Thankfully, all tasks started were completed albeit some were a little late.
- We had wanted to extend our recruitment to the high school level, working with local future teacher groups to find interested students. We started this but it just didn’t have time to show any success. Since most of our students come from the surrounding counties we thought this would be an effective first contact with future teachers.
- Working with the education department to teach a science course to current 5th year students who are doing their internships.
- Although we have it started… The TAG group is still in its infancy. I wish I had devoted more time to it!
- Starting an area physics teacher association, but I hope to be able to do this next year.
- I attempted to finish a hallway display started by last year's TIR. I have been waiting for approval from an expert on the subject, so may add to the display, but may not be able to finish.
- Nothing yet since I am not leaving my role as TIR next year.
- Our position as a TIR is “ongoing.” I feel that I only completed small tasks that are part of the overall job. I am not sure I see the end to the “larger picture.”
- Building our contact list to communicate effectively via e-mail. This will, hopefully, never be "finished" and always needing updating.
- I don’t think I am leaving any unfinished work.
- Having a positive impact on the instruction in the introductory courses that are taught in the Physics dept.
- Help with the “How to Get a TIR” part of the TIR Handbook
5. What was one thing that you wished you knew before you stared your work as a TIR?
-A better sense of the history of the overall project and how it had changed through the years
- I guess I wished I'd realized how little, if anything, of what I did would be actually completed by me or anyone else. (Is anything in education ever completed?) In retrospect, perhaps I should have focused all of my efforts on one or two things, and not tried to do too much.
- It took awhile to figure out the priorities. There is always way more to do than can be done so one has to make choices and focus on the things that align with the project's primary goals.
- Keep track of absolutely everything you do and everything that happens. I thought I was doing a pretty good job of that right from the start but I still would get asked for information or data on specific things and I sometimes had to reconstruct the past from memory...always a dangerous thing
- That it's a lot harder than I thought it was going to be!!
- Since I’m not from the university where I worked it was difficult to always know where things were or whom to contact if I had a question. It would have been nice to have more information about departments (especially in the education department since it is large) and who is in charge of what. I could always get the information from past TIRs or someone in the department, but that sometimes took a while if they weren’t available when I needed the information.
- Looking back, I can see that more information about the TIR position would have been helpful. The new TIRs are going to be in a much better position of being prepared for their duties based on compiled answers from the present TIRs.
- I wish I had known what ALL my responsibilities were.
- I would have liked to know how much time it takes to do the administrative things associated with being a TIR. There are a large number of emails to read, articles to download and later find time to read, journal prompts to respond to, monthly time logs to tabulate and submit, and entrance and exit surveys to fill out.
- I pretty much knew what I was going to do because I had had a similar experience before.
- Although, in retrospect, I appreciated having a lot of autonomy to define my own position, I would have appreciated a more clearly defined role and know what the PI's and university expected me to accomplish in my year as a TIR. I would have also liked to have regularly scheduled meeting times with the instructors who I worked with - This did not occur the 1st semester, but did the 2nd semester. I feel it allowed me to be a better asset to the students in the class.
- The work comes and goes. We may not have anything to do for weeks and then it hits!
- When I initially looked at my teaching schedule, which is considerably less time consuming then the junior high, I thought I would have lots of free time -WRONG!!! The longer I am here the more I become involved in new things… there is so much to do to improve teacher preparation!
- I had someone who overlapped with my time so I was able to ask any question so I was fine.
- How much work it was going to be.
- How valuable the perspective of being at the university, in an academic department such as Physics, will be when one returns to the HS classroom.
6. What did you do to keep strong connections to the school you would return to after your stint as a TIR?
- It's been almost five years! I'm really not sure of what specific changes I was responsible for. I know my presence was a way to "build a bridge with the education school." I believe that the physics department and the education school are working together more frequently now, although I can't take credit for that. But, I think I helped.
- Went back and visited colleagues and friends, taught a class during period 1 each day, was the starter for the home track meets.
-I still was responsible for many aspects of the Physical Sciences Program at my college, so I was still substantially involved throughout the year. Working on a couple of grant proposals with the university faculty which involved my college and the university, also kept the connection to my home college strong.
- I served as a mentor for my replacement and tried to attend department meetings whenever possible. I usually dropped by my school once a week.
- Although I do not know if I will go back, I have used my colleagues as master teachers repeatedly these last 3 years. This has given me the opportunity to visit on a regular basis. It is weird though, because since I have been gone, we have a new vice principal and new teachers who do not know me at all!
- I didn’t keep any strong connection to my school because I was already thinking about not returning.
- I was at my school at least once a week for most of the year. I worked closely with my replacement teacher so the students saw me a presence still in their world. I tried to keep up as many ties with other teachers as was possible so they knew I would be back.
- Read my emails from the school.
- I will not be returning to the school I left. It is not clear if I will return to teach in the district again, or just remain at my university until I am ready to retire from the district in a few years. I will play this by ear.
- Occasional e-mails to my supervisor updating what I was working on, 1-2 letters to a school board member who had asked me to keep in touch. I submitted articles to our PR person for press releases.
- Mentoring the replacement teacher.
- I was at my school one day a week. I really appreciated being able to do that. It kept connections alive and kept me aware of all that was going on. It also gave me the chance to reassure students and staff that I would be back the following year.
7. We see our TIRs as "agents of change." What did you do that resulted in a change in the way that teachers are prepared in your site?
- One of my contributions was implementing more examples of inquiry into the teaching methods course. Students now do an inquiry project where they get the opportunity to design their own investigation, carry it out and report the results to the class. This is a totally new experience for some students.
-I think I helped strengthen the existing bond between the university and its science teaching graduates. I don't think I affected any permanent change.
- It's been almost five years! I'm really not sure of what specific changes I was responsible for. I know my presence was a way to "build a bridge with the education school." I believe that the physics department and the education school are working together more frequently now, although I can't take credit for that. But, I think I helped.
- I believe my contribution to my program’s teachers was to help them rethink their assumptions about teaching in ethnic and culturally diverse schools.
- As a co-instructor for a course and a supervisor for student teaching, I served as an example of an experienced teacher who continued to be enthused, interested and excited about teaching high school students. Having daily contact with the experienced teachers who are the TIRs provides the PhysTEC program with the "reality check" that was usually lacking in the College of Education programs of old and is, I believe, the most ingredient to the successes that the PhysTEC endeavor has had.
- What I hope happened is more thinking about pedagogy for teaching assistants in some entry level physics courses.
- Wow… this is huge! We have made so many changes in the way science teachers are prepared here at my institution because of the PhysTEC program. The methods class is revised, the supervision of student teachers is at a whole new level, the seminar these students take now has meaning and purpose, the communication between the College of Education and the science departments is improving. I am a valued member of many committees dealing with education. And most importantly OUR science students have a coach and mentor that is there for them every step of the way!!!
- We have made sure that more inquiry has been incorporated into our teaching and lesson planning.
- I had a voice in the revamping of the content and methods courses. Along with my colleague, we have thought carefully about what makes sense in terms of where our students are and what they will need to survive in their first year. We make a point of soliciting their critiques of the course and making changes to better fit what they perceive as their needs while not compromising the rigor or integrity of the course. We have seen gradual improvement over the past two years. We have put an emphasis on modeling inquiry and of exposing our students to the kinds of exemplary instructional materials they will see in most of the local districts. We are working to identify exceptional teachers in the field to serve as cooperating teachers and mentors. Our TAG is offering some input on this as well.
- Identifying and using pre-service teachers as participants in presentations to visiting school children.
- I wrote course proposals so practicing teachers can learn about physics education research findings. I gave our learning assistants a "taste" of working with high school students. I hope the LA outreach to schools will continue, but it may not since there may not be anyone to organize it. I modeled appropriate teaching techniques to some of the professors running tutorials.
- Teaching the interns about Inquiry-based instruction and helping them to reform lesson plans to reflect that method of delivery were my major focal points.
- I helped improve the conceptual level of our students through the concept questions I developed for their labs. They had two questions concerning the previous lab at the beginning of the next lab.
- University faculty reported that in my year as a TIR students received more on-campus workshops, field trips to local schools, and other informal get-to-know- you opportunities than before. They have told me that this is the area that really stood out in the year I served.
- The institution of early field experiences in a various places in the program. We included it in our methods course. I was able resurrect a course description and manipulate it into an early field experience class.8. Any final thoughts for a new TIR?
- Enjoy the experience. Be gracious in your interactions, and build life-long productive relationships. Take advantage of this opportunity to learn in many different ways.
- You are an incredible asset to your site. I know you can feel overwhelmed around all of the professors, but remember – You are a professional educator and have so much to offer the teacher preparation program!! Feel confident that you know how to teach, and you know how to help others succeed in this arena also!
- It seems like an eternity ago that I was told this TIR experience was going to be the best year of my teaching career. But, it really was, although my career's not over yet. I would say keep trying to change the world, but don't be surprised if the main thing that you change is yourself.
- Be prepared for very different pace of work and be willing to wait for the final solution,but most of all enjoy yourself. The time goes quickly and the change happens slowly at university level. Celebrate your accomplishments and the friendships you will make- It will be an incredible year!!
- I found our college to be willing to let me do anything I could present as valuable. So don’t wait for someone to tell you to do this or that. Get as good a grasp as you can on what is going on, find something you would like to do that would improve the situation and start making it happen. But, be careful not to step on anyone’s toes.
- Have a great time and appreciate this opportunity! It is a time of great renewal of spirit and it will make you appreciate teaching (and teachers!) so much more.
- You will learn more than you ever thought possible – enjoy this opportunity to see the bigger picture of education. I believe this year has resulted in me becoming a better teacher when I return to the classroom and I know it’s because of the amount of knowledge I have gained about our profession.
- Be certain to contact the cooperating schools in a timely manner. Principals are busy people so you may need to follow up your original communication.
- The TIR position at my university was shared between two adjunct professors. I feel this was a unique experience in the short history of TIRs with PhysTEC. We communicated regularly, and divided up the work that needed to be done and we learned from each other.I would suggest that new TIRs immediately make a template to jot down their journaling thoughts. The TIR handbook is very helpful here.
- Communicate regularly with the PIs. Ask questions if you are not sure of something
- The TIR role looks different depending on the institution so it is important to talk to a number of veteran TIRs as well as the new ones. Personally, I believe that the TIR should have some wiggle room as to what they will be expected to contribute as part of their new job. Ask what your options are.
- I had a great experience in my situation. The discussions in which I participated helped to clarify my own thinking on science teaching, teaching for understanding, and ways to improve teachers AND students experiences in diverse classrooms.
- Send thank you notes to mentor teachers and principals of the cooperating schools. They will appreciate the courtesy.
- Take some time to breathe. This experience is the best opportunity for professional development and personal reflection that you will probably ever have. Enjoy!
- Don't be shy!! If you need help or resources or anything, don't hesitate to ask! The worst that can happen is that you get a "no."
- At our University the TIR must communicate with the Physics department and learn who holds the key to all of the information that is needed to do the job well. Organization of work and communication with all people involved is very important. The TIR job for next year has not been fully defined. There are plans to expand the role that we have this year.
- You've got about 8-9 months with students, identify them early, and give lots of opportunities for them to meet together and become acclimated into a network of professionals. Looking back, I would have held "Demos and Donuts" and "Pizza with the Professors" meetings earlier in the year and more often. These were fun, engaging, and allowed people to come together outside of the large lecture hall. It also introduced students to who their professors would be in upcoming courses.
- Know your job so that you can visit and give support to new instructors of the science courses.
- You are about to embark on an interesting, rewarding, frustrating, and time-consuming adventure! Try to meet as many of the university people in your home department as possible. Say "hi" to people, let them know that you exist, and by your actions let them know that you have a level of expertise that is different but of equal value to their own. Enjoy the ride!
- Take time to eat lunch...there is no bell. It's OK to not be in class in the middle of the day even though it feels weird. You are not alone, communicate with those of us who have gone before you. And lastly, once a TIR, always a TIR.
