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The following is a survey designed to gather information about participants in the BU ITOP project. The data will be kept in strict confidence and reported in summary - not individual - form only.

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* 1. Your first name

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* 2. Your last name

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* 3. Your school or organization

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* 4. How many years total have you been teaching physics?

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* 5. How long have you been teaching physics at your current level?

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* 6. Approximately how many students do you teach annually?

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* 7. How many hours/year do you – on average – engage in professional development activities?

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* 8. During the previous school year, how many hours of professional development did you engage in?

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* 9. How likely is it that you will pass the MTEL

  I did not pass Low Moderate Very good I passed!
the first time you attempt it?
the second time you attempt it?
the third time you attempt it?

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* 10. Compared to your other colleagues at your school (including those who teach areas other than physics), how active are you in professional development activities?

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* 11. The following questions ask you to rate yourself today compared to when you were about to start this program.

  BEFORE CURRENTLY
The number of colleagues with whom you routinely have conversations (even casual)
The number of colleagues with whom you routinely talk about physics concepts
The number of colleagues with whom you routinely talk about teaching physics
The number of colleagues with whom you routinely talk about difficult students

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* 12. Again, please rate yourself compared to when you were about to start this program. Select the answer that comes closest to your situation

  ONE YEAR AGO CURRENTLY
The frequency with which you talk with your colleagues about teaching physics content
The frequency with which you talk with your colleagues about physics concepts
The frequency with which you talk with colleagues about difficult students
The frequency with which you think about your conversations about physics with your colleagues
The frequency with which you think about standards
The frequency with which you talk with colleagues about physics standards
The frequency with which you think about MCAS performance
The frequency with which you talk about the MCAS with colleagues
The frequency of your uses of student test data to guide instruction
The frequency with which I think about the history of physics

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* 13. How have you changed in the following areas since beginning this program?

  BEFORE CURRENTLY
Your skills ay identifying opportunities to include the history of physics in your teaching
Your confidence in using the history of physics to enhance your teaching
Your skills at judging the quality of the student learning data that you have at your disposal
Your overall effectiveness at physics instruction
Your skills at judging the quality of an assessment as it relates to physics concepts

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* 14. The following questions ask about various aspects of the BU program and their helpfulness in helping you become a better teacher of physics

  BEFORE CURRENTLY
You use the history of physics to better understand student learning
You consider physics education research literature as a part of your approach to teaching physics
You actively seek out education research literature as a part of your approach to teaching physics
You think about the nature of science as it relates to your teaching

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* 15. How have you changed in the following areas?

  ONE YEAR AGO CURRENTLY
Your understanding of physics concepts covered in the courses you have taken
Your approach to problem-solving
Your knowledge of the history of physics
Your knowledge of educational research literature in physics
Your understanding of common student misconceptions about physics concepts
Your skills at solving physics problems

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* 16. How would you rate the following?

  Very poor Moderate Good Excellent
The helpfulness of the experiments we do at BU
The ease with which these experiments can be replicated in your classroom
The helpfulness of the computer simulations
The relevance of the simulations to your teaching
The ease with which these simulations can be replicated in your classroom
The usefulness of the simulations in helping you learn physics concepts
My overall attitude toward teaching physics
My overall desire to continue teaching physics
My overall confidence in teaching physics

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* 17. Please feel free to add in any other comments in the following box.

Be sure to click on “Done” to submit your answers. Thank you for your time and thoughts.

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