Category Archives: COE in the News

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The Gift of Giving: MATE Faculty Host Math Marketplace for Their Interns

Mathematics Education faculty presented their second annual Mathematics Education Market Place for BS Mathematics Education senior I interns. The Market Place provides an avenue for faculty to send the senior I interns off to their full-time, senior II internship with resources for teaching. This year’s event featured 20 bundles of resources, one for each student. Given that the bundles were not equal in terms of their composition, students first circulated through the room to examine the treasures before names were drawn randomly from a container. First student chosen then quickly selected her/his bundle, followed by the second student drawn, and on to the 20th student. After the 20 selections were made, there were some additional resources provided for students in reverse order of the initial drawing. Resources for the students included some items that were a part of every bundle (stapler, tape dispenser, scissors, pens, markers, protractors) and then unique items such as books, journals, mathematical games, mathematical tools and manipulatives, calculators, software, etc. Although a number of teachers and mathematics education faculty donated items for the Market Place, special thanks goes to Dr. Maureen Grady for organizing the event and Dr. Rose Sinicrope for generously providing funds for many of the office supplies.math-market-2 math-market-1

 

 

 

 

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Dr. Brown to Deliver Commencement Address

Dr. Abbie Brown from the department of Mathematics, Science and Technology Education, will deliver the commencement address at this Friday’s graduation ceremony. In his address, Dr. Brown observes that earning a university degree is an exhilarating and satisfying personal investment, and that education helps one see, “the big picture” and more details within that picture. 

More information can be found in the article by Jeannine Manning Hutson http://www.ecu.edu/cs-admin/news/abrown14.cfm

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Lucretia Smith – Ready to Start her Career as an Elementary School Teacher

As a child, Lucretia Smith’s favorite game was playing school with her two sisters, and she was always the teacher.

“Teaching is something I’ve always wanted to do,” said Smith, whose grandmother predicted her future career path. “I love kids. If there’s a child in need, I am there to the rescue.”

She’s been preparing herself ever since second grade, when she started working with children with disabilities. “I really enjoyed helping the special education teachers,” said Smith.

“By spending time with those students, it taught me that not all people are alike. I treasured helping those who were not able to do the same things that I could.”

Since then, Smith has been an active volunteer and dedicates her spare time to helping both children and adults with disabilities through the Greenville Special Olympics. She has also tutored at the Little Willie Center and been a club leader at the Boys and Girls Club.

“It is very hard for me to back down from doing volunteer or service work because I like giving my time to make someone smile,” she said.

East Carolina University will award Smith with her degree in elementary education on Dec. 19, but one crucial test almost forced her to switch her major.

“It took me a long time to pass the Praxis, which is a test that all education majors have to take,” said Smith. “I was always just two or three points away from passing with the required score of 522.”

But this didn’t hold Smith back for long. After encouragement from her father and advisor, Paige Everett, she persevered. Smith took the test for the final time and passed with a score of 523. “It only takes one point,” she said.

Smith is completing her senior internship in a fifth grade classroom in Greene County, where she spends over eight hours a day teaching English, language arts, math, science and social studies.

After graduation, Smith plans to start teaching right away. With already two elementary school teaching job offers and more interviews lined up, she is anxious to teach in her own classroom. “I’m ready to spread my wings,” she said.

For the full story, please see Lucretia’s entire Pirate Profile

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Pirate CODE from A-Z (Part Two)

multiple measures – the use of multiple indicators and sources of evidence of student learning. The edTPA is a multiple measure assessment.

N

NCPTS (North Carolina Professional Teaching Standards) – a description of the necessary knowledge, skills and dispositions for teachers in North Carolina public schools.

The NCPTS can be found at http://www.ncpublicschools.org/docs/effectiveness- model/ncees/standards/prof-teach-standards.pdf

O

observation protocol – an advance organizer used by teacher candidates when observing inservice teachers.

P

portfolio – a collection of student work compiled over a period of time and used for assessing performance and/or progress.

Q

quality – a high value of value or excellence.
Several of the Pirate CODE innovations were developed as part of the COE’s Teacher Quality Partnership

(TQP) initiative.

R

rubric – a guide for listing specific criteria for evaluating academic papers, projects or tests.

S

summative assessment – tests, projects and performances that are used to evaluate student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional period.

T

TEMS (Teacher Education Management System) – on online database of information about ECU teacher candidates.

U

upper division – the official step in applying and being formally admitted into the teacher education program.

V

Video Grand Rounds – a component of the Early Experience course in which teacher candidates view video segments of typical classrooms, complete structured observation protocols, and debrief with faculty regarding their observations.

Video Grand Rounds is currently part of the Early Experience course in the following program areas:

  • Birth-Kindergarten Education
  • Business and Information Technology Education
  •  Elementary Education
  • English Education
  • Health Education
  • Special Education

W

walkthrough – a formative assessment conducted by an instructional coach while observing an intern teaching.

X

eXcellence – the state of excelling; possessing good qualities in high degree.
“Achieving Excellence through Partnership” is the overriding theme of our EPP Conceptual Framework.

(See http://www.ecu.edu/cs-educ/ConceptualFramework.cfm for more. )

Y

year-long internship – a student teaching experience that takes place over two semesters.

Z

zone of proximal development (ZDP) – is an area of learning that occurs when a student is assisted by a teacher or peer with a higher skill set of the subject.

The concept of the ZPD was developed by psychologist Lev Vygotsky (1896-1934).

 

#ECU_CAEPisComing

CAEP Prep: ECU Conceptual Framework being Reviewed

Conceptual FrameworkThe 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.”

In Spring 2014, the Council for Teacher Education took up a re-examination of the current Conceptual Framework. The timing of the re-examination coincided with the approval of the new ECU Mission Statement and led to the distribution of a survey to all EPP faculty as it considered the future of the current document.

in December 2014, the Council for Teacher Education decided to form an Ad hoc Committee to address potential revisions to the ECU Conceptual Framework to make it more reflective of the EPP’s evolving role as a national leader in clinical practice, service, and other areas discussed by CTE representatives. The Ad hoc Committee will commence its work in January 2014.

Follow this hyperlink for more information on the ECU Conceptual Framework.

#ECU_CAEPisComing

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Students Show Competence Working with SMART Technologies

Using a SMARTboard to create lessons and interactive activities is just one way that pre-service teachers show their competence working with technology.  The focus of the required, EDTC 4001, is for students to gain competence with both existing and emerging technologies to be able to teach the 21st century learner with high levels of thinking and engagement.  Students enjoy their hands-on experiences with SMARTboards:

“Making a Smartboard lesson was one of my favorite assignments I had to complete.  I love creating visuals and engagement tools for my students.”  Casey Worrell

“One of the greatest tools that I have ever used so far as a student and an intern is the tool called a SmartBoard. I love this tool so much. It is so much better than any paper copy or chalkboard activity. A SmartBoard is an interactive electronic white board that a teacher can use with their students. This board has the ability to allow people to use their fingers and hands to operate it.” Chris Edwards

Additionally, many, many ECU students have contributed their work to the online SMART Exchange, a collaborative network for teachers to share lesson ideas and SMART activities. Way to go!

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Student Videos Screened at National UCEA Annual Convention

One of Dr. Martin Rearon’s favorite assignments when he teaches ethics invites participants to story board, script, cast, and create a short video to illustrate either a positive or a problematic instance of ethics in educational leadership. In spring 2014, the participants in LEED 6909 formed four groups and created four seven-minute videos. The videography and editing services were professionally supplied by Mike Myles and Sam Saunders of ECU’s Media and Technology Services, and they both worked with the participants in each video to edit them to the seven minutes stipulated by the assignment.

The quality of the acting contributed to the impact of the multiple points that each of the videos made about ethics in education. Consequently, he sought the participants’ permission to submit all four videos for blind review for possible screening at the Film Festival conducted in conjunction with the Annual Convention of the University Council for Educational Administration (UCEA, http://ucealee.squarespace.com/). Mike and Sam worked with him to edit the assignment videos to meet UCEA’s five-minute requirement. Two of the four videos were accepted by the reviewers, and the other two were just below the cut-off. The two videos accepted for screening are Double Standard and Who’s to Blame.

  • Double Standard was directed by Heather Gray,  and included Denise Adler, Nydra Jones, Donna Moore, and Susan Agrue.
  • Who’s to Blame was directed by Scott Pagona and included Jennifer McClure, DeeDee Barrett, and Cynthia Sego.

The films were screened on Friday and Saturday, Nov 21 and 22, 2014, at the UCEA Annual Convention in Washington, DC (http://ucealee.squarespace.com/annual-convention-2014/).

Congratulations to the directors and casts of the two accepted videos, and many thanks to Mike Myles and Sam Saunders for their professional services.

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Pirate CODE from A-Z (Part One)

A
academic language – language used in academic settings and for academic purposes to help students acquire and use knowledge.

B
beginning teacher – a teacher in the first three years of his or her career.

C
co-teaching – a teaching technique in which two instructors deliver instruction to a group of students.

D
dispositions – the attitudes, perceptions and/or beliefs that form the basis for behavior.
Dispositions for teaching include professional demeanor, professional commitment, and professional interactions.

E
edTPA – a national performance assessment used to determine if a teacher candidate is ready to teach.
The edTPA was designed by the Stanford Center for Access, Learning and Equity (SCALE).

F
feedback – a reaction or response to a particular process or activity; evaluative information derived from such a response.
G
grouping – refers to students working together to accomplish a common goal or purpose; also known as cooperative learning.
Think-Pair-Share and Jigsaw are two grouping strategies covered in ISLES.

H
handbook – the document that provides instructions for teacher candidates in developing their edTPA portfolios.
The edTPA handbooks are subject-specific, yet have a similar structure regardless of content area.

I
instructional coach – an educator who is hired to specifically work with teacher candidates during their internship.

J
jigsaw – a cooperative learning strategy that involves placing students in both a “home” group and an “expert” group; students complete a task in their expert group, and then share what they have learned with the members of the home group.

K
knowledge – the fact or condition of knowing something with familiarity gained through experience of association.
An effective teacher needs both content and pedagogical knowledge.
• content knowledge – knowledge about the actual subject matter to be learned or taught; actual subject matter such as language arts, mathematics, and music.
• pedagogical knowledge – knowledge about the processes and practices or methods of teaching and learning.
L
learning segment – a set of 3-5 lessons (or hours of instruction) that build upon one another toward a central focus.
Teacher candidates plan, instruct and assess a learning segment as part of the edTPA.

For next week – M-Z

 

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edTPA

The edTPA is a preservice assessment process designed by educators to answer the essential question: “Is a teacher candidate ready for the job?” The edTPA was designed by teacher educators at the Stanford Center for Assessment, Learning and Equity (SCALE). SCALE is also known for developing the Performance Assessment for California Teachers (PACT) and the National Board of Professional Teaching Standards (NBPTS) performance assessment.
Unlike other pre-service teacher assessments, the edTPA has a performance component wherein teacher candidate plans, teaches and assesses a 3-5 hour sequence of lessons known as the learning segment. The learning segment is taught in an actual P-12 classroom during the candidate’s student teaching period, or internship.
The College of Education was invited by SCALE to participate in the pilot of edTPA in spring 2011. Since then, the assessment was analyzed during an extensive two-year field test. In November 2013, SCALE released its report on the validity of the assessment. The assessment is now nationally available and is required for licensure in several states. (For more information, see http://edtpa.aacte.org/faq#51 .) According to SCALE, “the long-term expectation is that institutions of higher education, state education boards and professional standards boards throughout the United States will adopt edTPA as a mandatory requirement for the award of an education degree and/or for teacher licensure.”
During the 2013-2014 academic year, all of the teacher preparation programs in our EPP unit included the edTPA as part of the senior year experience. Over 500 portfolios were submitted and evaluated by trained ECU faculty, university supervisors and inservice teachers. The edTPA is not yet a requirement for licensure in North Carolina; however seven UNC institutions have incorporated the edTPA (at least in part) in their teacher preparation programs.
For more information about the edTPA, visit the SCALE website at https://scale.stanford.edu/teaching/edtpa

The edTPA addresses NCATE Standard 1 – Candidate Knowledge, Skills and Professional Dispositions. Data collected from the edTPA address Standard 2 – Assessment System and Unit Evaluation.

 

#ECU_CAEPisComing

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ECU to Participate in Global Day of Giving

image‘Tis the season for giving! In honor of #GivingTuesday, East Carolina University is inviting alumni, friends, parents, students, faculty, and staff to join the movement by giving a charitable gift* on Tuesday, December 2, to the university that is near and dear to our hearts.

Founded in 2012 to inspire a new tradition of generosity, #GivingTuesday focuses on celebrating kindness and giving back. Support a culture of philanthropy at ECU by making a gift on December 2nd and becoming a partner in securing the university’s future for current students and future generations of Pirates.

Your gifts provide scholarships, enrich teaching resources and libraries, offer hands-on learning lessons, support research and the arts, deliver classroom enhancements, and afford study abroad living/learning opportunities – all of which help ECU attract and retain the best and brightest students and faculty.

Help spread the word! Mark you calendar to #GiveTueECU on December 2, tell your friends, and post on social media using the hashtags #GivingTuesdayECU and #GiveTueECU. “I Gave” badges will be available through ECU’s University Advancement and East Carolina Alumni Association’s social media accounts on December 2.

Learn more about the #GivingTuesdayECU movement. Thank you for your support!

Contact us at (252) ECU-GIVE (252-328-4483) or give2ecu@ecu.edu.

*Your gift is tax-deductible to the extent the law allows.