The ECU Pirate CODE features a set of seven coordinated innovations linked throughout the teacher education curriculum and clinical practice. Each innovation is evolving through a series of carefully planned stages, to institutionalize each innovation in the Department of Elementary Education and Middle Grades Education. Once refined and data analysis proves it an effective model, the innovation is scaled up and implemented in other teacher preparation programs across the EPP.
The stages of the ECU Pirate CODE begin with small scale, squishy pilots and more through a carefully planned set of stages to refine, study, and expand the innovation.
Since the submission and approval of the Pirate CODE, the Research on Practice model has evolved within the unique and complete context of the ECU EPP. The language of the model has morphed into an implementation language from the original descriptors rooted in the R&D research literature. The Pirate CODE TI and model have been presented in multiple venues across the EPP and at the American Educational Research Association (AERA) Division K Research Summit as well as at an invited session to the 2014 AERA Annual Meeting.
On September 25-26, 2014, the NC Association of Colleges and Teacher Educators held its annual fall Teacher Education Forum in Raleigh, NC.
The Teacher Education Forum is a wonderful opportunity for teacher educators engaged in all aspects of preparation–from recruitment to curriculum, to clinical practice, to induction–to convene annually.
College of Education faculty presenting sessions at the 2014 Fall Forum included:
The College of Education is one of only a few teacher education institutions nationwide to receive approval from the Council for the Accreditation of Educator Preparation (CAEP) to implement a transformation initiative called Pirate CODE (Continuum of Developing Expertise) as the framework for its spring 2015 CAEP accreditation visit.
Pirate CODE brings seven research-based teacher education assessment initiatives that have previously operated independently throughout the college under one umbrella to strengthen and develop teacher candidates.
CAEP chose ECU’s transformation initiative because it “provides research on teacher education and elements of teacher education programs that lead to the preparation of effective teachers who help students learn,” said Deborah Eldridge, the senior vice president of CAEP, in her letter announcing the selection.
Students enrolled in the college’s elementary education and middle grades education programs begin working with the first component of Pirate CODE during their sophomore year and experience different components throughout their junior and senior years. Each component is designed to improve and assess teacher preparedness using different but complementary methods.
The East Carolina University Conceptual Framework is a guiding document for the programs within the Educator Preparation Provider (EPP) unit at the institution. It applies to all programs which prepare candidate to work in PK-12 school settings and all faculty who contribute to those programs. The current ECU Conceptual Framework was approved by the Council for Teacher Education in 2005.
“Aligned with the mission statements of East Carolina University, the College of Education, and the Educator Preparation Provider unit, the conceptual framework represents the vision that drives the work of all administrators, faculty, and candidates. Through our commitment to excellence through partnership, our efforts to prepare reflective education professionals dedicated to democratic principles and practices, including the empowerment of all learners in all aspects of educational decision-making, define the core of this vision. The conceptual framework is responsive to the changing needs in education and allows for adjustments in the unit’s priorities without altering the entire framework. Current priorities include enhanced emphasis on the areas of diversity, assessment, technology, and research.”
The Educator Preparation Provider (EPP) unit at East Carolina University will host its next CAEP accreditation visit February 8-10, 2015. In preparation for the on-site visit, the College of Education’s Office of Assessment and Accreditation established this section to share information, reminders, and updates with EPP faculty, staff, and administrators.
Below is the PowerPoint presentation from the COE’s Opening Day Faculty and Staff Meeting.
From left to right, Drs. Cuthrell and Bullock at the 2014 AACTE Conference in Indianapolis.
At the annual AACTE conference, ECU faculty led a Major Forum on Taking Charge of Change in teacher preparation and numerous other sessions.
The Major Forum, Taking Charge of Change in Educator Preparation: Reinvention, Reform, and Strengthened Collaboration, focused on highlighting how innovative programs are reforming their practice with an eye to improving PK-12 student achievement and experiences. Participants in the weekend discussion included Dr. Kristen Cuthrell, ECU; Laurie Edmondson, Drury University; Mary Gendernalik-Cooper, University of Mary Washington; Roy Jones, Call Me Mister Program; Charles Peck, University of Washington Seattle. Dr. Ann Bullock, ECU, joined the panel when another member was unable to attend due to inclement weather.
Drs. Cuthrell and Bullock shared ECU’s experiences implementing a model of piloting programmatic innovations and scaling them for impact at the program level, unit level and beyond. Their remarks highlighted ECU developed innovations and curricula reforms including Video Grand Rounds and ISLES strategies from the Teaching Quality Partnership Grant, and innovations in use and development nationally, including Co-Teaching.
In addition to serving on the Major Forum panel, ECU faculty were well represented on the AACTE 2014 agenda including the following:
Learning from those who are living the change: Teacher candidates are talking; teacher educators need to listen. An Interactive Dialogue led by Sharilyn Steadman, Ellen Dobson, and Diana Lys, ECU
Organizational Practices Supporting the Use of Data for Program Improvement in Teacher Education. A Symposium led by Cap Peck, University of Washington Seattle, and including Nancy Athanasiou, Alverno College; Desiree Pointer Mace, Alverno College; Tine Sloan, UC Santa Barbara; Diana Lys, ECU; Kristen Cuthrell, ECU; Sharilyn Steadman, ECU.
Examining the Impact of Early Field Experiences on Teacher Candidate Readiness. An Individual paper session led by Ellen Dobson, ECU.
Validation of a Video Grand Rounds Model for Enhancing the Clinical Observational Focus of Students Beginning a Teacher Education Program. An individual paper session led by Ann Bullock, Kristen Cuthrell, and Michael Vitale, ECU.
A New Model of Student Teaching: Co-Teaching 2:1. An individual paper session led by Anna Winn Beaman, Greene County Public Schools; Vivian Covington, ECU; Elizabeth Fogarty, ECU; Tammie Noble, Greene County Public Schools; Pat Peoples, Pitt County Public Schools; Judith Smith, ECU; Christina Tschida, ECU
Developing and Implementing Policies and Procedures for Local Evaluation of the EdTPA. An individual paper session led by Ellen Dobson, ECU; Mark L’Esperance, ECU; Diana Lys, ECU.
Linking Principal Preparation Experiences to Initial Licensure Elementary Experiences: Implementing a Change in Practica. A roundtable presentation led by Majorie Ringler, ECU; Joy Stapleton, ECU; Kristen Cuthrell, ECU.
Positive Gains: Instructional Coaches Coaching Interns.A roundtable presentation led by Judith Smith, ECU; Vivian Covington, ECU; Angela Greene, Pitt County Public Schools; Kristen Cuthrell, ECU; Krys Castro, Pitt County Public Schools; Gail Edmondson, Greene County Public Schools; Angie Gaddis, Pitt County Public Schools; Joy Stapleton, ECU.