Attracting Science and Mathematics Ph.D.s to Secondary School Education (2000) / Chapter Skim
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Appendix E: Interviews with Administrators
Appendix E: Interviews with Administrators
Pages 139-158
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From page 139... ...
, school district superintendents, and chief state school officers to obtain information about opportunities for and concerns about employment of Ph.D.s in secondary school teaching. Interviews were also conducted with graduate school deans to ascertain the kinds of programmatic changes in graduate education that might help to prepare Ph.D.s for careers teaching in secondary schools.
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Given thatfunding were available, what incentives or special arrangements have been or coula' be implemented that would attract science and mathematics Ph.D.s to secondary school teaching? Paid training period to learn teaching strategies and classroom management.
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However, all three interviewees indicated Ph.D.s needed to be exposed to secondary education, with time working in a school, in order for this to become a viable career option. All three believe a reduced teaching load during a training period would be beneficial.
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Have career goals other than secondary school teaching. Must have human relations qualities.
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6. Given thatfunding were available, what incentives or special arrangements have been or could be implemented that would attract science and mathematics Ph.D.s to secondary school teaching?
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What arrangements have been or could be implemented by graduate schools that would facilitate the transition of science and mathematics Ph.D.s to secondary school teaching? Number of Mentions Item Mentioned Require field experience for teaching, including adult evening classes or secondary school Other mentions included: Link education department with science and math departments.
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Additional comments: When asked for additional information, respondents offered three comments: Ph.D.s need to know teaching is an option for them; people of color are needed as role models in the math and science arenas, especially teaching; and there needs to be small research projects fi~nded at the high school level for students to do independent study. SCHOOL DISTRICT SUPERINTENDENTS Response to Interview Questions (N = 3)
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3. What do you see as the advantages of Ph.D.s as secondary school science and mathematics teachers?
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Number of Mentions Item Mentioned 3 Ph.D.s should spend time in the schools The specific comments for this mention included offering scholarships or fellowships to graduate students to spend time in the schools; requiring Ph.D.s to perform internships in the schools; and students should work with schools and real students. Other items mentioned in response to this question included: Fund students who want to look at public education (it's looked down on)
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1 1. Are their funds available at the school district levelfor teacher training for Ph.D.s?
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Have content knowledge base and ability to find appropriate information. Magnet schools for science and math.
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Number of Mentions Item Mentioned 3 Salary 3 Certification process (not all districts use alternative certification, and the ease with which can teach without certificate does not provide incentive to get certificate) Other items mentioned as obstacles included: No monetary rewards for advanced education.
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Number of Mentions Item Mentioned 2 Send Ph.D.s into the classroom Other possibilities for graduate schools offered by respondents included: Ph.D.s mentoring teachers and providing time for reflection. Students participating in a computerized school district job database (to explore job possibilities with the school distncts)
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· Professional development schools, where college faculty and school faculty work together in training teachers.
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2 Transition Tom graduate school (environment and content) to public schools is very difficult Other mentions included: requires a particular type of personality to fit into the secondary schools; teachers and administrators may be nervous or suspicious of the Ph.D.; unionized school districts; no follow-up from universities, mentoring, or career development; not a prestigious career; Ph.D.
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2 Fellowships focused on K-12 experiences and possibly teaching credential Other arrangements mentioned by respondents included: · Involve graduate students in an existing program that links science faculty with teachers and experienced teachers from high schools.* Provide workshops and seminars on alternative careers and including teaching at the secondary school level in these events.*
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Rationales for why a university would not be likely to implement certain programs/efforts are degree pressures, faculty time required, funding for degree, American students are in competition with foreign students and teaching will increase the gap, and an overall sense that it "wouldn't work." In addition to the asterisked items in question #6 other thoughts offered by respondents on other programs included: · The science department at our university led the charge to get the university involved with teaching and education issues.
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In one state, a few public and private schools systems had modified the school schedule to allow for longer class periods fewer days a week. Additional ideas mentioned by respondents included involving the National Endowment for the Humanities in education; examining once again the issue of a master's degree as a "valid" and terminal degree; and experimenting with an on-line AP program where a cadre of Ph.D.s develop internet-based courses and operates the program (using e-mail)
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13. Graduate School Initiatives When queried about the types of arrangements graduate schools could implement to facilitate the transition of science and mathematics Ph.D.s to secondary school teaching, respondents typically indicated colleges and universities should offer educational coursework during graduate school and provide opportunities for classroom experience.
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For instance, high school and magnet school principals uniformly indicated Ph.D.s would not be able to teach without educational coursework. Individuals within respondent categories more distant from school operation (state policymakers and graduate deans)
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