Stimulating Physics Support

The experience and evolution of a specialist mentoring programme for

early career physics teachers

9th September 2013David Cameron & Eliza

Selley

The Challenge

• Lack of specialist physics teachers

• Low recruitment and retention of specialist physics teachers

Our Solution

• Personalised support from an expert professional practitioner

• Sustained support (training and first two years’ practice)

Our Mentoring Background

Physics Enhancement Project (PEP) 2004-2007

• To get those with no formal/recent physics qualifications in to teaching physics

Science Additional Specialism Programme

(SASP) 2007-2009• To give science teachers

the ability to teach Physics/Chemistry

Light-touch mentoring to 560 new physics teachers

The External Mentor

2012 Gatsby report concluded that an external mentor who is not involved in assessment can improve a teacher’s:

• Subject Knowledge• Pedagogy• Emotional Wellbeing• Career Prospects

Principles of Mentoring

• Conducted over an extended period• Drawing on experts with specialist knowledge• Engaging professionals sufficiently to deepen their

knowledge and develop their skills• Willing to challenge prevailing discourses and

misconceptions• Facilitate peer networking between professionals• With the support of managers, but without their direct

involvement• Encouraging constant reflection and development• With an unwavering focus on the underlying purpose of

the professional’s activity

Stimulating Physics Support (SPS)

Project Aims:• Improve the professional profile and practice of

early career physics teachers, towards that of an informed reflective practitioner actively contributing to the physics community

• Improve the retention rate of early career physics teachers in the teaching profession through suitable support strategies and formative needs analysis

The SPS Network

Teacher Training Centre Visits

Mentor Activity

The SPS Mentor’s Role:

• Setting targets for professional

development

• Answering questions about physics

teaching

• Sign-posting teaching resources

• Running termly get-togethers with a

physics teaching theme

Teacher Issues & SPS Mentor Support

• “Teacher A’s target was to produce a maths for physics booklet – she has tested the first draft on a cohort of students already and passed it to me for comments.”

• “I had a good discussion regarding curriculum development across the key stages with Teacher B”

• “Teacher C helped me organise a “Physics of Christmas” event at his school”

“Helen has been very supportive already during my training and I know I would not be able to teach A level physics as an NQT without her!” Teacher, West Midlands

188 teachers contacted in December 2012

Contact• 92% had phone/email/face-to-face contact since registered• 10% had ten or more exchanges

Events• 42% were invited to and attended an event• 49% were invited but didn’t attend because

– The time slot was inappropriate for personal reasons

– They didn’t have time– Their planning/marking was a priority– The distance was too great

Independent Evaluation

SPS Mentor• 64% agreed their mentor had focussed on physics

teaching• 56% agreed their mentor complemented their other

training/support• 65% were positive about their mentor’s skills• 64% believed their mentor was supportive • But 15% disagreed that their mentor had not been

judgemental

• 77% agreed they had received “appropriate and valued support”

Independent Evaluation

Project Issues & Modifications

Issues• Participant Distribution

Project Issues & Modifications

Project Issues & Modifications

0

10

20

30

40

50

60

70

2013-142012-132011-12

SPS Mentor

Number of participants

Participant Distribution

Project Issues & Modifications

Issues• Participant Distribution

• Lack of Engagement

Project Issues & Modifications

• 82% of teachers engaged at some point over the year

• An average of 62% engaged in each term

• Only 37% engaged every term

Project Issues & Modifications

Issues• Participant Distribution

• Lack of Engagement

• Lack of physics-teaching focus

Project Issues & Modifications

Issues• Participant Distribution

• Lack of Engagement

• Lack of physics-teaching focus

Questions

1. How are remote mentoring relationships made most effective?

2. What are the reasons for disengagement and how do we tackle it?

3. How do we balance more general support with mentoring to improve the practice of physics teachers?