Barman
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Charles Barman earned the Chancellor’s Award for Excellence
in Teaching for full-time faculty in 2004. He received the award
largely for his directorship of a pilot program at the School
of Education at IUPUI. The program is helping Indiana fill a
growing need for qualified middle and high school teachers,
especially in the sciences.
The school’s post-baccalaureate program for secondary teachers
enables those with a bachelor’s degree to complete the requirements
needed to become a certified teacher in one year.
IU Home Pages talked to Barman on the importance
of training science teachers. His thoughts on training successful
teachers follows:
Q. Are we facing a science teacher shortage?
A. It is a major problem. Data received
from the superintendent of Indianapolis Public Schools suggests
that in five years, IPS will have nearly 40 percent (science
teachers) ready for retirement. I truly believe the demographics
are shaping up to create a crisis. We have tremendous challenge
to recruit.
Q. What are you doing to recruit new teachers?
A. The best thing we can do is to have
a quality training program. Another option is a proposal submitted
to National Science Foundation seeking basic scholarships
for those who pursue science education. It would fit perfectly
with our program.
Q. Can you tell me more about creating a successful
training program?
A. Quality, at IUPUI, means two things.
First, we must have a sound field base, requiring field study
during fall and spring semesters. This means being in schools
five days a week and taking classes at night. Also important
is being placed with a really good mentor. Second, the pedagogy
courses need to be relevant, to help them function in today’s
classroom. Then obviously, we hope we are attracting really
good candidates; most are coming from here in Indiana. And
this is a post-baccalaureate program. A lot of the students
are looking for a career change, but not all. They also tend
to be older individuals.
Q. Why do you think keeping talented science
teachers is such a tough challenge?
A. Do you know the number one reason novice
teachers cite in dropping out? They say they aren’t prepared
well enough for the classroom. Finding good mentors can help
change that. Also critical is making sure education courses
are up-to-date.
Q. Is Indianapolis a good place for training
science teachers?
A. I think the city is a good resource
because it offers a really large collection of informal museums
and the zoo. All those places create interest and that’s important
to tap into, so kids don’t lose interest. In the School of
Education, we promote taking students to those places. We
make it known to student teachers that the city has really
great resources to use as part of their own teaching.
Q. What is the future like for your program?
A. As of right now, we are relatively small,
and we’re doing that exactly as we planned so that we can
monitor it carefully. We were only open to science the first
two years, and last year, we expanded to social studies, math
and foreign language. We are working with a full cohort of
25, and we hope to keep a cohort of that number. Eleven are
science, six math and the rest divided between social studies
and language.
Q. Do you have any words of advice for incoming
teachers?
A. In terms of teaching in general, the
key to success—I truly believe—is to model for your students.
I have certain teaching methods they should be doing, and
I try to model that behavior as I teach. I also believe students
need to construct their own knowledge, creating experiences
where they can stay away from constant lectures, have students
taking charge of their own learning. The teacher serves as
facilitator, instead of a top-down model. Journaling, reflection,
actively engaged in whatever you are doing is more effective
than passive learning.
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