Drs. Patricia Anderson and Maureen Ellis of the Department of Interdisciplinary Professions recently attended the 2014 Fall International Organization of Social Sciences and Behavioral Research Conference in Las Vegas. They presented the paper “Examination of Second Life Avatars’ Growth and Development,” and were in turn presented with the Best Paper Award for their efforts.
Video Grand Rounds (VGR) provides teacher candidates with an introductory framework for classroom observations and subsequent faculty-guided discussions. This experience provides a conceptual foundation for their future study in teacher education.
Based on the medical grand rounds model, teacher candidates view video segments of typical classrooms, complete structured classroom observation protocols, and then debrief with faculty regarding the observations.
The common classroom observations provide teacher candidates with a common language to discuss quality teaching throughout their programs. These shared experiences lead to in-depth discussions of best practices.
VGR is currently integrated into the Early Experience course in the Elementary Education, Special Education, English Education, Birth-Kindergarten Education and Health Education programs.
Abbie Brown, a Professor in the College of Education’s Instructional Technology program, is a recipient of an Immersive Learning Award for his podcast series, Trends & Issues in Instructional Design, Educational Technology,& Learning Sciences. The award is sponsored by the Association for Educational Communications and Technology (AECT), and recognizes media production projects that contribute to the field of instructional technology and demonstrate significant increase in learning. The podcast is co-produced by Professor Brown and Professor Tim Green of California State University, Fullerton.
Using the app Flipboard to collect articles related to instructional technology from a wide variety of education, science, and design sources, Brown and Green publish, Trends & Issues in Instructional Design, Educational Technology, & Learning Science (http://flip.it/Iy0rD ). To synthesize the instructional technology trends and major issues reflected by the articles presented in their Flipboard magazine, Brown and Green produce a bi-weekly podcast, Trends & Issues in Instructional Design, Educational Technology, & Learning Sciences, available through iTunes, the audio-content site, Stitcher (http://www.stitcher.com ), and their own podcast website, http://trendsandissues.com.
Brown says, “I’m gratified that the podcast series is popular. My colleague, Tim and I are a bit in awe of its reach. The Flipboard magazine has over 12,500 readers, and the podcasts have been downloaded to every continent except Antarctica.”
The Office of Assessment and Accreditation(OAA) along with COE IT offers professional development geared toward the faculty and staff in the COE. The workshops cover training on Blackboard, TEMS, social media and the use of video in courses. Most sessions are offered on Tuesday afternoons under the theme of “Tech Training Tuesdays”. The workshops are all offered through ECU’s employee training system called Cornerstone (http://www.ecu.edu/cs-itcs/cornerstone/). This allows the faculty to track their professional development through out the year. More information about professional development available to those in the College of Education is available on the COE Professional Development for Faculty/Staff webpage (http://www.ecu.edu/cs-educ/oaa/facultypd.cfm). COE requires that all faculty teaching distance education course have 6 hours of PD a year.
In designing training for faculty and staff The OAA gets feedback from faculty on what they want to see for training options. One of the biggest complaints that the OAA heard from faculty is that they are tired of the “one and done” model of training workshops. In trying to find a solution to this dissatisfaction OAA has decided to run a professional learning community (PLC) pertaining to social media. The PLC looks at how social media can be used both in the classroom setting and for developing a personal learning network. The PLC will meet multiple time during the fall semester and once during the spring. The hope of running a PLC is that faculty will look to create their own PLC’s in the future on topics that they find relevant for PD.
Fall 2014 COE Professional Development Flier
The Fall Clinical Teacher Conference and the 32nd Annual Mary Lois Staton Reading/Language Arts Conference were held October 9th, emceed by Christa Monroe, the College of Education’s Lead Coordinator in the Office of Professional Development and Student Outreach. Jennifer Jones, a K-12 Reading and Intervention specialist was the keynote speaker for the event, motivating audiences with “power strategies to teach like a champion!”
The event was held at the Greenville Hilton, jointly sponsored by the Latham Clinical Schools Network in the Office of Teacher Education and the Department of Literacy Studies, English Education, and History Education, both in the College of Education. This dynamic symposium brought together clinical teachers, reading coaches, instructional coaches and other educators from throughout eastern North Carolina to participate in quality professional development administered by ECU faculty.
An opportunity for networking and educator engagement followed the event. The next conference will be held in Fall 2015.
Video Credit: COE Office of Teacher Education, Photo Credit: Dr. Laura Bilbro-berry
Doctoral students and alumni of the EdD program in educational leadership, higher education concentration were featured throughout the North Carolina Community College System Conference, October 12th-14th. Presentations included the following:
- Beyond Silos: Working Together to Develop a Comprehensive Student Success Agenda, Levy Brown (with Kelley Evans, John Gray, Robert Rogan, & Sharon Thompson),
- The Use of Focus Groups in Assessing Career Services and Promoting Student Success, Laura Bethea (with Lynn Kavcsak),
- The Growing Student Diversity in the North Carolina Community College System, Devon Hall & Angie Adams,
- Bridging the Gap: Innovations in Transitions, Katrina Arnold (with Laurie Weston & Belinda Grubbs),
- Distance Education Regulation: Implications for E-Leadership, Jolee Fedak, Kimberly McGhee, Erica Schatz, & Darcie Tumey (with Dr. Crystal Chambers),
- Flip your Classroom by Using the Free, Open Educational Resource HP LIFE eLearning in your Business Courses, Darcie Tumey (with Brenda DeLee),
- Engaging and Utilizing BioNetwork Resources, Maria Pharr (with Vernon Shoaf). Ms. Pharr was also on tap to demonstrate BioNetwork’s Mobile Training Lab.
This group of students and faculty were joined by John Paul Black (c/o 2009), presenting on
- The Foundations and Future of the NC Community College Leadership Program (with Celia Hurley),
- Academic and Psychosocial Interventions for Developmental Mathematics Students (with Karen Hill and Patricia Phillips).
Dr. William Sugar of the College of Education’s Mathematics, Science and Instructional Technology Education Department has recently finished his latest book, “Studies of ID Practices: A Review and Synthesis of Research of ID Current Practices.”
This book provides a comprehensive analysis of cutting edge research studies on contemporary instructional design practices. Written for instructional designers, instructional technologists and researchers in the field, it provides state of the art, practically focused information and guidelines for designing curriculum and professional ID practice. The overall purpose of this book is to provide a comprehensive review of 102 studies of instructional design (ID) practices. Studies of ID practices are research on instructional designers’ current practices and activities. For over thirty years, individual researchers have evaluated the practices of ID professionals and instructional designers and ID students (e.g., Kerr, 1983; Zemke, 1985). This summary and analysis of existing research in these studies of ID practices directly impact the Instructional Design and Technology (IDT) discipline. Congratulations, Dr. Sugar!
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:
- Patricia Anderson (ELMID)
- Jamin Carson (ELMID)
- Kristen Cuthrell (ELMID)
- Laura King (SEFR)
- Diana Lys (OAA)
- Linda Patriarca (Dean’s Office)
- Lora Lee Smith Canter (SEFR)
- Michael Vitale (SEFR)
- Karen Voytecki (SEFR)
- Kathi Wilhite (SEFR)
- Jennifer Williams (SEFR)
To learn more about NC-ACTE, visit their website.
The edTPA is a pre-service performance assessment designed to determine a teacher candidate’s readiness to teach. It is the first nationally available, educator designed performance assessment for candidates entering the teaching profession. The edTPA requires the teacher candidate to plan, instruct and assess a 3 to 5 hour learning segment while developing an electronic portfolio of evidence of teaching competency. The assessment is completed during the second semester of the teaching internship. The 27 subject-specific versions of the assessment share a common architecture and common language.
The edTPA was introduced to the College of Education during the spring semester of AY 2010-2011. Three program areas participated in the national field test of the original version of the TPA, as it was known at the time. Since then, all initial licensure programs have adopted the edTPA as a summative assessment. During AY 2011-12, 284 portfolios were submitted and evaluated. The number of portfolios increased to 575 in AY 2012-13. During the most recent administration of the edTPA, 535 portfolios were submitted and evaluated.
Authored by Dr. Ellen E. Dobson
The ECU College of Education is one of several teacher education institutions nationwide to receive approval from the Council for the Accreditation of Educator Preparation (CAEP) to implement a transformation initiative (TI) called Pirate CODE (Continuum of Developing Expertise) as the framework for its spring 2015 National Council for Accreditation of Teacher Education (NCATE) 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.
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.
A brief overview of the TI Innovations
- Video Grand Rounds- Teacher candidates are given an introductory framework for classroom observations and subsequent discussions guided by faculty.
- ISLES- Pre-service candidates develop a common framework of instructional practices which highlight effective evidence-based strategies for increasing student achievement through a series of online modules.
- edTPA Preparation Modules- Informal perspectives and skills are gained based on interdisciplinary research that complements traditional teacher education programs and facilitates student edTPA™ performance.
- Instructional Coaching- Instructional coaches maximize teacher candidates’ growth in the internship experience through instructional coaching of performance.
- Professional Development for Clinical Teachers and University Supervisors- The local level of professional development consists of departments within the College of Education: The Office of Professional Development and Student Outreach, the Office of Assessment and Accreditation/Instructional Technology, the Office of Clinical Experiences, and the Irene Howell Assistive Technology Center.
- Co-Teaching- The Co-Teaching partnership enables clinical teachers to provide consistent mentoring, giving interns the time and support necessary to gain skills required to teach successfully.
- edTPA™- The edTPA™ is a valid and reliable summative capstone assessment to assess candidate readiness and provide data to inform program improvement.
For more information on each of the innovations, please visit the Pirate CODE website.