As physics educators, we are constantly looking for ways to improve our practice. There are many different kinds of professional development opportunities that have been shown to help us with this endeavor. We can seek assistance from professionals, like mentor teachers or centers for faculty development, we can attend workshops to learn new curricula or pedagogical skills, and we can engage in learning communities to develop shared visions and become more reflective educators. However, when these activities end, what can we do on our own to continue to improve? How can we track our improvement? And perhaps even most importantly, what can we do when these resources aren’t available to us? While publications like The Physics Teacher offer excellent pedagogical practices we can try out in the classroom, how do we get feedback on what we decide to implement?

1.
M.
Borrego
and
C.
Henderson
, “
Increasing the use of evidence-based teaching in STEM higher education: A comparison of eight change strategies
,”
J. Eng. Educ.
103
(
2
),
220
252
(
2014
).
2.
M. K.
Potter
and
E. D. H.
Kustra
The relationship between scholarly teaching and SoTL: Models, distinctions, and clarifications
,”
Int. J. Scholar. Teach. Learn.
5
(
1
) (
2011
).
3.
C. A.
Paul
and
A.
Reid
,
SJSU Real-time Instructor Observing Tool (RIOT), website application software
, http://sjsuriot.appspot.com/ (
2013
).
4.
E. A.
West
,
C. A.
Paul
,
D.
Webb
, and
W. H.
Potter
Variation of instructor student interactions in an introductory interactive physics course
,”
Phys. Rev. ST Phys. Educ. Res.
9
,
010109
(
March
2013
).
5.
While in a research setting, it would be problematic if two individuals had different interpretations of the observation, teacher feedback indicates that this matters less in reflective pairs because participants still get a good sense of the overall class structure and atmosphere, and they are able to successfully communicate the ideas behind their classifications to their partners.
6.
See supplemental material at TPT Online, https://doi.org/10.1119/1.5025286 , under the Supplemental tab.
7.
C.
Henderson
,
A.
Beach
, and
M.
Famiano
, “
Promoting instructional change via co-teaching
,”
Am. J. Phys.
77
,
274
283
(
March
2009
).
8.
S. B.
McKagan
 et al,
PhysPort: Supporting Physics Teachers with Research-Based Resources
, https://www.physport.org/ (
2011
).

Supplementary Material

AAPT members receive access to The Physics Teacher and the American Journal of Physics as a member benefit. To learn more about this member benefit and becoming an AAPT member, visit the Joining AAPT page.