A TIME for Physics FirstLeadership in Freshman Physics

Teacher Leaders Inspiring Physics Learning in Missouri

www.physicsfirstmo.org

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Apply Now!Enrollment is Limited. Deadline

December 4, 2009www.physicsfirstmo.org

why physics First?Physics First, spearheaded by Leon M. Lederman,

1988 winner of the Nobel Prize in Physics, advo-cates teaching physics in 9th grade, followed by chemis-try and then biology. The American Association of Phys-ics Teachers provides the following compelling reasons:

Today’s society relies more upon science and technol-• ogy, so more students need to learn more science. This is crucial to both employment and to the exercise of responsible citizenship.

A physics-chemistry-biology sequence leads the stu-• dent from the simple to the complex, an approach which is in harmony with current understanding of how the brain learns.

Understanding modern biology, for example the func-• tion of DNA, requires a background in chemistry, phys-ics, and mathematics.

Moreover, chemistry is based upon the charge struc-• ture of atoms and the forces between these charges, concepts learned in physics.

A largely conceptual physics course starts with con-• crete experiences from students’ daily lives, e.g., from sports, transportation and safety. Investigating the plausibility of popular science fiction may add to the appeal.

Today, algebra classes start earlier, often in eighth • grade, and support the earlier study of physics and chemistry. At the same time, real-world science ap-plications can motivate students to learn many more mathematical tools.

whAt is A tiME For

physics First?

Applications atwww.physicsfirstmo.org

A TIME for Physics First (Academy for Teachers using Inquiry and Modeling

Experiences for Physics First) is a partnership among the University of Missouri (MU), sev-en core partner school districts and several supporting partners.

This partnership’s goal is to develop eighty Teacher Leaders (called Physics First Fellows) from participating Missouri school districts. Through three consecutive years of summer academies and academic year experiences, Fellows deepen their physics content knowledge and develop individu-alized leadership skills. Fellows will teach a yearlong physics course to their ninth grade students. Both university faculty and Fellows will develop an expanded range of pedagogi-cal and leadership skills. They will serve as resources and catalysts for reform in science education at the secondary and collegiate in-stitutional levels.

This project is funded by National Science Foundation’s Math-Science Partnership Insti-tute Partnerships - Teacher Institutes for the 21st Century program grant # DUE 0928924.

physics coNtENt Content is aligned to Mo-CLEs and the Na-

tional Science Education Standards.

Topics include: Uniform and Accelerated Motion, Forces, Newton’s Laws, Applications of Newton’s Laws, Energy, Astronomy, Electricity, Magnetism, Heat, Waves and additional topics for Praxis applicants.

ActivitiEsSummer

Attend summer academies for three years. • Summer academies are four weeks long in years 1 and 2, two weeks in year 3.

Build physics content knowledge integrated • with inquiry, modeling, technology and intel-lectual leadership.

Academic YearImplement a yearlong physics course in the • 9th grade classroom

Participate in professional learning commu-• nities for small-group teamwork

Attend three day-long follow-up sessions•

Receive support from trained coaches or • mentors

Conduct online peer collaboration•

Attend an online science education leader-• ship seminar

Have online access to content experts and a • classroom kit lending program.

Evaluation of the project occurs throughout, starting with baseline data collection in Spring 2010.

iNcENtivEs13 hours of tuition-free graduate credit • (10 in physics, 3 in science education)

A stipend, room, board, travel support, • and a materials kit

MU graduate certificate•

Support for Fellows who wish to take the • Praxis or receive National Board Certifica-tion

Comprehensive academic year support•

sElEctioN critEriACommitment from schools and districts to • offer a yearlong physics course to all fresh-men. Participants and districts will sign forms agreeing to their commitment.

Potential for intellectual leadership from • individuals/teams, as demonstrated by commitment to Fellows’ own learning, their students’ learning, and improvement of their teaching effectiveness.

Diversity of regular class, honors and spe-• cial education teachers.

Two or three Fellows may be selected from • each building in a core partner district.

Preference to teachers with five or more • years teaching experience.