Status of High School Physics Teaching

Status of High School Physics Teaching

 

Tim Guy

 

The data presented in this survey is quite disturbing to me for three reasons (professional development opportunities, use of technology in the classroom, and accommodating our students with special needs).  The report demonstrates a lack of motivation on both the many districts/schools and teachers involved in remedying all three inadequacies. 

Schools and school districts have control over the content of professional development agendas.  Most school districts solicit input from school administrators, science department chairs, and classroom teachers to assist them in developing the essential agenda items for professional development.  School site also have councils or committees that have jurisdiction regarding professional development for their site.  With the information contained in this report even in 2000, it is unimaginable that something is not being done to remedy this injustice.  Every stakeholder group involved must come together to ensure that teachers are getting the training they need to integrate technology into their everyday content of their classrooms.  Most importantly alarms should be sounding regarding the needs of our students with exceptional needs.  It is surprising that this report did not mention that some parents (s) have not filed a lawsuit over this tragedy.

Fullan discusses the difficulty in motivating people.  He gives as an example the warning label that is on every cigarette pack.  People continue to smoke regardless of the inherent risk of cancer and death.   However, in regards to this report to do nothing is to sentence all these students to a marginal life. Too often we tout in our schools’ and districts’ mission and/or vision statements that we want to create students prepared for the twenty-first century, without proper technology, teaching strategies that include all students, and teacher preparation these statements are just pipe dreams.

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