Alice Flarend2022 National Board of Directors Election Candidate for High School Representative

Alice Flarend

Science Department, Bellwood-Antis High School 400 Martin St  Bellwood PA  16617
amf@blwd.k12.pa.us

 

Education
Pennsylvania State University – University Park Ph.D. Curriculum & Instruction May,2017 Science Education program in Curriculum and Instruction
University of Pittsburgh-Johnstown Certification in Secondary Physics and Chemistry 1999
University of Michigan- Ann Arbor M.S. Nuclear Engineering; 1992
University of Illinois - Urbana B.S. Nuclear Engineering 1989

Professional Experience
Teacher Bellwood-Antis High School, Bellwood, PA 8/2000 – present Courses:  Physics: Energy & Environment, Engineering, Coding & Robotics, Quantum Science Instructional Coach
Teacher Bellefonte Area High School, Bellefonte, PA 8/1999-6/2000 Courses: Physics & Chemistry
Adjunct Physics Faculty  The Pennsylvania State University-Altoona 8/1997-12/2001
Teacher St. Ursula Academy, Toledo, OH 8/1993 –6/1997 Courses: Physics & Chemistry
Research Intern  Oak Ridge National Laboratory 1/1990 – 12/1990
Research Intern  University of Helsinki, Dept. of Radiochemistry  8/1989 – 12/1989

Honors and Recognitions

  • Bellwood Antis Teacher of the Year
  • National Board Certification
  • Northwest Ohio Outstanding Teacher

Memberships

  • National Science Teacher Association (NSTA)
  • Pennsylvania Science Teacher Association
  • Pennsylvania Teacher Advisory Council (PTAC) Rural representative for Equity & Inclusion initiative, Data Analysis Committee, Training and Recruitment Committee

AAPT Activities

  • Physics Teacher Resource Agent (PTRA) (2007 – present)
  • Pre-HS Committee 2018-2020
  • Professional Concerns Committee 2012-15
  • K-12 DigiKit Developer 2018-19
  • Master Teacher Leader Advisory Group 2016-17
  • TPrep Working Group 2017
  • eMentor 2002-present
  • Central PA section High School Representative 2018-present
  • Central PA section workshop provider 2012-present

Other Professional Activities

  • Quantum for All Leadership Board and Workshop Developer https://quantumforall.org
  • Quantum Key Concepts Working Group for HS Physics
  • 100kin10 teacher Forum member
  • Pennsylvania Science Leadership Network (PENNSEL)
  • STEM in PA Implementation Group
  • PA Curricular Framework Writing Team

Candidate Statement
More than ever, we need people to understand physics and think like scientists.  Our world is heavily interconnected and technological. So much of our daily lives is controlled by unseen things like gates in microchips, spiked proteins in the air, electronic vibrations, molecules absorbing and re-emitting IR radiation.  Is it scary?  It isn’t if you understand the scientific world and the fundamental basics of physics.  This journey to physics understanding makes enormous leaps in high school.  AAPT represents the experts who are willing to lead and help others to increase their physics knowledge. I am committed to help make physics accessible to all people and to support physics teachers to be the best they can be.  This process requires awareness and programs (traditional and out of the box) to prepare amazing high school physics teachers.

The work of learning is built on our prior knowledge and experiences.  AAPT is a learning institution; our work is stronger when we have diverse voices freely sharing their ideas and expertise from their variety of experiences and knowledge.  This diversity is essential not just because we represent teachers in myriad circumstances and backgrounds but also because new challenges require new ways of thinking.  Reaching a higher level of participation requires a welcoming physical, virtual and social space where people are free to share their ideas even as they respectfully disagree with other people.

I left a PhD program in nuclear engineering because I was frustrated by the misunderstanding of basic nuclear concepts in the general public and wanted to improve their understanding of science.  Since that time, I have been immersed in the world of high school education and AAPT.  I began this journey as a nascent, barely certified outsider and have continued as a more centrally located participant in physics education through doctoral, AAPT and classroom experiences. The power of AAPT is very clear to me. Amazing veteran teachers in AAPT have opened my eyes to innovative pedagogical approaches to specific physics topics grounded in solid learning theory.  PTRA has pushed me to stay current in available equipment and resources, dive deeply into the teaching of specific physics topics and become a better teacher of adults and teenagers. Highschool teachers are a diverse group.  My experiences during mentoring (and ementoring) students and experienced teachers have improved my practice as I guided them. This mentoring allowed insight into their circumstances, struggles  and triumphs.  Through PTRA and other projects, I have worked with physics teachers locally, across my state and throughout the country in urban, suburban and rural settings. All these experiences has provided a wealth of insights into high school physics teachers and classrooms and a urge to do more to help physics education.