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Physics Teacher
Overview
Official Name of Program
Plan Code
Department(s) Sponsoring Program
Career
Degree Designation
HEGIS Code
NYSED Program Code
CIP Code
Program/Department Advisers
Name | Title | Phone | Location | Office Hours | |
|---|---|---|---|---|---|
George, Lyn-Donna | Undergraduate advisor | 718.951.5000 x3771 | Email for appointments | ||
Miyano, Ken | Associate Professor | 718-951-5000 x2858 |
|
The Department of Secondary Education and the Department of Physics jointly offer a program for students who plan to teach physics in grades 7 through 12. Additional information may be obtained from the Department of Secondary Education or the Department of Physics. Adolescence education (grades 7-12) and special subject programs are writing intensive. Students should consult a counselor as early as possible to plan their program.
Student Learning Outcomes
Students will:
Be prepared to pass NYSED teacher certification examinations in content area, pedagogy, and knowledge of students.
Apply the ACTFL, CEC, NCSS, NCTE, NCTM, NSTA, and SHAPE Standards and the Next Generation Learning Standards to planning, instruction, and assessment for all students, including those of low SES, linguistic/cultural minorities, and those with IEPs.
Design lessons and units of study that engage all students, including ELLs and students with IEPs, in doing, thinking, reasoning, speaking, and writing in the content areas.
Incorporate community resources in culturally relevant units of study.
Create classrooms that support social and emotional learning.
Make plans for and use technological tools (e.g. communication and collaboration tools, adaptive devices, Web-based digital media) in instruction.
Analyze instructional materials and assessments in order to identify linguistic & extra-linguistic demands and challenges of performance tasks in the content areas.
Analyze and interpret whole-class interaction focusing on guiding techniques conducive to orchestrating meaningful, inclusive, and content-rich conversations.
Analyze and interpret samples of student work and classroom data to identify different levels of student learning as well as typical errors and misconceptions.
Conduct and use research in their own practices to improve learning and teaching.