IEEE Teacher

1
IEEE Teacher In-Service Training Program Region
6 4-5 April 2008 Los Angeles, California


2
Program Background and Scope
3
The Immediate Objectives

• Train IEEE volunteers to train pre-university
  teachers, so that the teachers can be more
  effective in bringing engineering and engineering
  design into the classroom.
• Train IEEE volunteers to work with their local
  schools/school system in order to make
  professional development training for teachers
  possible
• Make this activity sustainable and long-term.

4
The Long-term Goals

• Empower Section champions to develop or enhance
  collaborations with their local pre-university
  community to promote applied inquiry-based
  learning.
• Enhance the level of technological literacy of
  pre-university educators.
• Encourage pre-university students to pursue
  technical careers, including engineering.
• Increase the general level of technological
  literacy of pre-university students for many
  years.

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Just What Is In-Service Training?

• Pre-service education - Training teachers
  receive before beginning their teaching careers.
• In-Service education - Training teachers
  receive after entering the classroom.
• In Florida, teachers must accumulate 120
  in-service points every five years to renew
  their teaching certificates.
• An in-service point is similar to the
  professional development hours (PDHs) many
  states require for renewing PE licenses.

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Why Participate in a Teacher In-Service Program?

• Enhance the level of technological literacy of
• Teachers
• Students
• The local school community

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Why Participate in a Teacher In-Service Program?
Contd

• Enhance the standing of IEEE and the engineering
  profession in the eyes of pre-university
  educators and students.
• Promote engineering as a program of study and
  career choice.
• Encourage IEEE member participation.

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Why Participate in a Teacher In-Service Program?

• Have fun.

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Metrics To Date

• Sixty nine presentations to date
• Over 1600 pre-university educators have
  participated
• Science, technology and mathematics disciplines
• Elementary teachers account for 17 of the
  attendees
• 180,000 students represented
• Over 90 of the respondents agreed that they
  would use the concepts presented in their
  classroom instruction, and that doing so would
  enhance the level of technological literacy of
  their students
• Volunteers tell us that _at_40 of the teachers
  attending a TISP session use the concepts
  presented in their classrooms within 60 days

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Counting the Cost

• 500 to 1,000 per year will sustain a very
  active teacher in-service program

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Counting the Cost

• Re-useable materials and hardware.

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Counting the CostExpendables