Category Archives: COE in the News

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Math Club Receives an “Insider’s View of Getting a Job”

On Wednesday, October 22, 2014, the Gamma Student Chapter of NCCTM hosted a 12 person panel consisting of principals, math department chairs/lead grade level math teachers, and a director of human resources.  These “insiders” represented elementary, middle, and high school mathematics and shared their knowledge from a combined 185 years of educational expertise.  The full panel was introduced to an audience that consisted of approximately 50 students and six Mathematics Education faculty members before breaking into smaller subgroups for elementary, middle, and high school.  The conversations within the smaller groups provided the opportunity for panel members to share unique insight for their given educational context, and for Gamma students to ask important questions about not only the hiring process, but also how to become the best math teacher possible. One main theme heard from panel members in each subgroup was that they are looking for, “good math teachers that want to be great math teachers” and that there are supports in place to help them achieve greatness in the math classroom.

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Our sincere thanks goes out to the “insider” panel, consisting of the following individuals:

Elementary

  • Chena Cayton – Principal, Wahl-Coates Elem School, Pitt County
  • Karin Stefko – Kindergarten Teacher, Wahl-Coates Elem School, Pitt County
  • Coni Clark – Third Grade Teacher, Wahl-Coates Elem School, Pitt County

Middle Grades

  • Charlie Langley – Principal, CM Eppes Middle School, Pitt County
  • Barskdale Thompson – Sixth Grade Teacher, CM Eppes Middle School, Pitt County
  • Kristen Coleman – Sixth Grade Teacher, CM Eppes Middle School, Pitt County
  • Thomas Sisson – Seventh Grade Teacher, CM Eppes Middle School, Pitt County

High School

  • Jerry Simmons – Principal , New Bern High School, Craven County
  • Brad Johnston – Principal , Farmville Central High School, Pitt County
  • Renea Baker – Dept Chair , DH Conley High School, Pitt County
  • Tina Petty – Dept Chair, Southside High School, Beaufort County

Human Resources

  • Delilah Jackson – Director of Human Resources, Pitt County Schools

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ICYMI – Co-Teaching, “A New Model for Student Teaching.”

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Sarah Young ‘13 leads a group of kindergarten students in Amy McGregor’s classroom at Wintergreen Primary School in Greenville. She was one of two ECU students assigned to that classroom for their spring semester internship as part of the Co-Teaching Program in ECU’s College of Education.

The fall 2013 issue of ECU’s East magazine featured the Co-Teaching initiative in the ECU College of Education as an exciting and innovative new practice, “A New Model for Student Teaching.”

Co-Teaching provides a comprehensive and rigorous experience for interns and enhances the quality of learning for P12 students. The Co-Teaching partnership enables clinical teachers to provide consistent mentoring, giving interns the time and support necessary to gain skills and the confidence required to teach successfully.

Since this article was published, the Co-Teaching initiative has grown from a few interns to 111 interns in 91 classrooms, representing seven teacher preparation programs at ECU. Such growth would not be possible without strong public school partnerships.  Greene County Schools liaison to the Latham Clinical Schools Network at ECU, Gwen Smith, says her teachers are:

“just beginning to understand what a wonderful model (co-teaching) could be.”

“Over the past years, (fear of relinquishing the classroom) has been the biggest (deterrent),” Smith said. “They tell me ‘I can’t take an intern this year.’ But anytime you’ve got more than one teacher in the classroom, the students are certain to benefit.

“We want to get our best teachers for these interns—our master teachers. This 2-1 model works better.”

The Co-Teaching initiative’s team of lead faculty—Judy Smith, Liz Fogarty, Christina Tschida, and Vivian Covington—is actively working not only to improve and expand the initiative, but also to study its impact on clinical practice, the focus of NCATE’s Standard 3. Early co-teaching research is focusing on candidate learning outcomes and candidate efficacy in co-teaching settings. Preliminary findings indicate:

  • Co-Teaching interns significantly outperformed non-Co-Teaching interns on two rubrics on the edTPA: Subject-Specific Pedagogy and Using Assessment to Inform Instruction.
  • When surveyed, Co-Teaching interns indicated a higher degree of self-efficacy in their ability to differentiate instruction than that indicated by non-Co-Teaching interns.

For more on Co-teaching and NCATE Standard 3, see the ECU TI IR, Standard 3.

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COE Faculty Instilling Confidence, Inspiring Success

In a recent interview, senior Elementary Education (with a concentration in Science) major, Beth Wantz, credits COE and MSITE faculty with having a profound influence on her life.  She feels that they “truly care” about their students and go above and beyond to help them succeed.  She gives particular credit to Tammy Lee, explaining that, “Mrs. Tammy Lee has inspired me in so many different ways.  She has pushed me with my assignments and lessons throughout my college career because she knows what I am capable of doing.  Mrs. Lee has given me many opportunities outside of school that will greatly benefit me as a teacher, such as taking me to the National Science Teacher Association Conference in the fall of 2013.  With doing this, Mrs. Lee has given me the confidence that every effective teacher must have in order to benefit their students.  Mrs. Lee has also taken the time to teach me how to be a good teacher and a good person.  She is my biggest influence and my role model.”

Teachers teaching teachers–clearly a step in the right direction.

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East Carolina College of Education Hosts Future Teachers for Teacher Cadet Day 2014

2014 Burroughs Wellcome Fund North Carolina Teacher of the Year, James Ford

2014 Burroughs Wellcome Fund North Carolina Teacher of the Year, James Ford

One hundred plus potential teachers from high schools within the East visited the campus of East Carolina University on October 15, 2014 for Teacher Cadet Day. The Office of Professional Development and Student Outreach within the College of Education offered this event to high school students who are enrolled in the North Carolina Teacher Cadet Program.  It is an innovative year-long or semester-block activity-based curriculum for high school juniors and seniors. The course is designed to promote a better understanding and create interest in those students who may consider teaching as a profession. It is an honors program that details many components of the education environment and involves students in content, application, observations and teaching in preschool, elementary, middle school, and high school settings.

While on campus students listened to a keynote address by the 2014 Burroughs Wellcome Fund North Carolina Teacher of the Year, James Ford. Mr. Ford is a world history teacher at Garinger High School with Charlotte-Mecklenburg Schools.

Students also attended a Program Fair with representatives from the various program areas in the College of Education, as well as representatives from teacher education programs across campus.  This was followed by informative sessions around the theme of the conference: What’s Your Superpower? I TEACH.  Students participated in sessions on college admissions, career exploration, and options for teacher education. In addition, these prospective teachers engaged in a dialogue with teacher education students in a panel discussion. The visiting students completed their day on campus with a trip to West End Dining Hall and tours provided by ECU Admissions.

Teacher Cadet students from Duplin, Gates, Johnston, Nash, and Wayne counties participated in Teacher Cadet Day 2014. Special thanks is extended to Ms. Christa Monroe for her efforts in organizing this recruitment event.

If the video above does not load, use the following link: https://www.youtube.com/watch?v=TAF0H0mD4D0&feature=youtu.be

For more information about the College of Education’s efforts in the area of teacher recruitment, please contact Dr. Laura Bilbro-Berry at bilbroberryl@ecu.edu or 252-328-1123.

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Cornerstone – Employee Training Site

What is Cornerstone?  It is the software that East Carolina University uses to offer training opportunities for full-time employees.  Faculty and staff can now log into Cornerstone to find instructor-led training, online training, or complete assigned online training.  Within Cornerstone, employee’s personalized training center provides links to the areas they will use the most: My Training, Your Upcoming Sessions, Online Training in Progress and Browse for Training.

Training is offered from across the campus from various departments, including the College of Education’s educational technology staff.  Employees can search the site for training that fits their interests or needs.

Key Features Within Your Personalized Training Center:

  1. Complete Assigned Online Training: Access the “Online Training in Progress” area and click Launch to access any courses assigned to you.
  2. Register for Instructor-Led Training (ILT): Visit the “Browse for Training” area and click the name of the department or school to view and/or register for upcoming training sessions. Open or print these step-by-step registration instructions. After registration, you will receive an auto-generated email confirmation from ces.mail@csod.com, complete with an Outlook calendar invite.
  3. Access Your Transcript: Visit the “My Training” area and follow the “Click Here for Transcript” link to view your active, upcoming and completed training.

Feel free to log into the site to view the training option: http://www.ecu.edu/itcs/cornerstone/

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Science Education Club on the Path to National Recognition

It’s official!  The Science Education Club has completed all the requirements and workshops to be officially registered as a student organization at East Carolina University.  This has been a two year project that was finalized by the work of graduate student Megan Garner, and undergraduate elementary science concentration students: Beth Wantz, KC Hart, Kayla Sager, and Lauren Brewington.  The club is under the direction of faculty adviser, Tammy D. Lee who speaks with pride of the student’s accomplishment, “We are very excited to have this recognition at the university level so we can now apply for national recognition at the National Science Teacher’s Association.  The students have been diligent in their work and pursuit of this recognition which demonstrates their dedication and desire to be a part of science education and to have others participate in a student organization of a collected interest, Science! I am honored to be a part of this journey with these students.”  For more information about the Science Education Club visit them at their website or contact Tammy D. Lee at leeta@ecu.edu.

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Dr. Sugar Publishes Study in Tech Trends

Dr. William SugarDr. William Sugar has published an article in the current issue of Tech Trends.  The article, Development and formative evaluation of multimedia case studies for Instructional Design and Technology students describes the development of three case studies that included a combination of multimedia production and instructional design skills within a particular setting.  These case studies incorporated real-life incidents from 47 professional instructional designers. Download the full article.

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Event Discussed Difficulty Recruiting, Retaining Diverse Educators in Schools

On October 15, 2014, the Office of Professional Development and Student Outreach in the College of Education collaborated with the Office of Equity and Diversity and the Ledonia Wright Cultural Center to offer a Dynamic Dialogue about Diversity event entitled “Diversity in Education.

This event featured a roundtable discussion between the 2014 North Carolina Teacher of the Year, James Ford, and two local educators, Juan Castillo from Greene County Schools and Joey Crutchfield from Pitt County Schools. The discussion integrated the topic of assessment of diversity within the teaching profession. The distinguished panelists shared the African American, Latino American, and Native American perspectives as well as their thoughts on the lack of representation of male educators from these subgroups in the classroom.

The panelist and participants engaged in dialogue about the challenges facing higher education in meeting the need for focused recruitment and retention in teacher education programs of underrepresented populations. The impact of the presence of these subgroups in the classroom as teachers as well as the support found in the schools and school systems that encourage retention in the profession was also intertwined into the conversation.  Additionally, current students and faculty shared how East Carolina University is meeting the needs for the recruitment and retention of diverse populations of students.

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Why Does Accreditation Matter? A Student Perspective.

As a student, I can recall several times when professors have shared that the program I am in is “accredited.”  My mental response was “That’s nice.”  I didn’t care.  All I wanted to know was when the next assignment was due, and what I had to do in order to pass that assignment, the class, and then get my degree.  Sure, it is great that my program has been given a stamp of approval by some mystery third party, but all of that is outside my realm of experiences.
Then a friend of mine at another university shared that they had failed their bid at re-accreditation.  When she graduated, her degree would be from a non-accredited program.  I asked her what that meant for her.  She told me that it would be harder for her to find a job because employers would see her degree as having less value than one from an applicant who had graduated from an accredited program.  Some employers might not even consider her qualified, despite her degree.  She had always wanted to move to the New York-New Jersey area, and now she wasn’t sure she could find a job in that competitive market.  New Jersey actually has a law requiring applicants to notify employers if their degree is from a non-accredited institution.  At that moment, I became alarmed.  Does that mean that all of my hard work might come to mean nothing if the program I was in suddenly lost its accreditation?
All of a sudden my immediate focus of passing the current assignment and class seemed less relevant.  After all, my current assignment and class would mean nothing if I couldn’t find a job after receiving my degree.  I was upset for my friend, who had always studied hard to maintain a high GPA so that she could go anywhere once she graduated.  Now her options were limited.  Attending and graduating from an accredited program suddenly became important to me, and I realized how important it was all along.

In today’s world of online universities and degrees, employers are concerned about hiring quality individuals.  In today’s job market, it can be hard to find a job when there are few positions and many applicants.  Employers look to whittle down the applicants they consider, and one of the first filters they use is whether or not the applicant has attended an accredited program.

Don’t let all of your hard work be in vain.  Make sure your program is accredited, or you may have just gone to school for nothing.

Written by:
Elbert E. Maynard
MSA Principal Fellow
East Carolina University

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CAEP Prep: What is the LCSN?

The Latham Clinical Schools Network (LCSN) is a network of 38 public school systems located throughout eastern North Carolina, who collaborate with the EPP at ECU in order to form a school partnership among teacher candidates and faculty.  LCSN provides quality field placements for pre-service teachers with trained clinical teachers in diverse public school settings.

The LCSN is critical to the EPP successfully meeting the expectations of Standard 3, Field Experiences and Clinical Practice, Collaboration between the Unit and School Partners.  Collaboration with the LCSN allows the EPP to strategically and proactively address concerns.  One common issue collaboratively addressed through LCSN was the need for criminal background checks for field experiences (practicum) and clinical practice (internship).

The in-depth collaboration between ECU EPP and LCSN partners leads to synergistic gains for the partners.  For the COE, partnerships from the LCSN support the TQP grant, focused on the clinical practice component.  Instructional Coaching in LCSN member district (Pitt County Schools and Greene County Schools) was an original TQP clinical practice reform, and is also a Pirate CODE innovation.  For LCSN, professional development is provided annually for all clinical teachers who mentor an intern during clinical practice through the fall and spring Clinical Teacher Conference and through other annual conferences, themed workshops, and collaborative professional development opportunities.  These events unite EPP faculty and clinical partners in support of candidates.

Prior to the Site Visit, it is important for our public school partners in the LCSN to know about the EPP’s programs and Pirate CODE.  LCSN representatives serve on the Council for Teacher Education, and are the crucial communication conduit for the EPP to the public schools.

Once the Site Visit schedule is determined, individual faculty, candidates, clinical teachers, university supervisors and other EPP stakeholders may possibly be invited to meet with the Site Visit Team.

Learn more about the Latham Clinical Schools Network: http://www.ecu.edu/cs-educ/oce/Clinical_Schools.cfm

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