Category Archives: Literacy Studies, English and History Education (LEHE)

News from the Literacy Studies, English Education, and History Education Department

CAEP Prep: Introduction to the edTPA

The edTPA is a pre-service performance assessment designed to determine a teacher Plan_Assess_Instructcandidate’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

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CAEP Prep: Pirate CODE Innovations

caepThe 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 InnovationsPirate CODE

  1. Video Grand Rounds- Teacher candidates are given an introductory framework for classroom observations and subsequent discussions guided by faculty.
  2. 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.
  3. edTPA Preparation Modules- Informal perspectives and skills are gained based on interdisciplinary research that complements traditional teacher education programs and facilitates student edTPA™ performance.
  4. Instructional Coaching- Instructional coaches maximize teacher candidates’ growth in the internship experience through instructional coaching of performance.
  5. 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.
  6. 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.
  7. 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.

CAEP Prep: NCATE-Legacy Transformation Initiative

ECU’s accreditation cycle was extended by one year – from Spring 2014 to Spring 2015 – when our Transformation Initiative (TI) was approved. As a result, ECU was allowed to complete this accreditation visit under the old NCATE Standards, not the newly approved CAEP Standards. As a result, ECU is hosting an NCATE-Legacy Transformation Initiative accreditation visit.

caep

The NCATE Unit Standards (2008) are:

  • Standard 1: Candidate Knowledge, Skills, and Professional Dispositions
  • Standard 2: Assessment System and Unit Evaluation
  • Standard 3: Field Experiences and Clinical Practice
  • Standard 4: Diversity
  • Standard 5: Faculty Qualifications, Performance, and Development
  • Standard 6: Unit Governance and Resources

More information about the NCATE Unit Standards (2008) and their indicators are available at http://www.ncate.org/.

CAEP Prep: Welcome to the Pirate CODE

Pirate CODEThe 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.

caepStudents 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.

Learn for about the ECU Pirate CODE online.

#ECU_CAEPisComing

CAEP Prep: ECU Conceptual Framework

Conceptual Framework

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.”

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

#ECU_CAEPisComing

CAEP Prep: Call for Third Party Comments

caepThe Educator Preparation Provider (EPP) Unit at East Carolina University is hosting an accreditation visit by the National Council for Accreditation of Teacher Education (NCATE) on February 8-10, 2015.

The EPP is inviting interested parties to submit comments addressing substantive matters related to the quality of the professional education programs offered.  When commenting, please be sure to specify the party’s relationship to the EPP (graduate, present or former faculty member, employer of graduates, etc.).

Please use the form located at http://www.ecu.edu/epp as a convenient way to submit comments.

Comments must be submitted no later than November 5 to ensure they are uploaded to NCATE’s Accreditation Information Management System (AIMS) by November 8, 2014. Anonymous comments will not be accepted by NCATE, and therefore cannot be submitted using the form.

College of Education Welcomes New Pirate Educators!

The College of Education welcomed 86 State Employee’s Credit Union (SECU) Partnership East students and approximately 245 incoming freshmen during summer orientations in June, July, and August 2014.

SECU Partnership East allows students to graduate with a four-year degree from East Carolina University (ECU) by completing their first two years at one of the partnering community colleges and then taking ECU courses online. At the beginning of the second summer session, there were 10 new elementary majors. This fall, 62 elementary majors and 14 special education-general curriculum majors will begin completing their degree.

2014 SECU PE Orientation

College of Education SECU Partnership East students participate in orientation.

 

The Academic Success Center worked with approximately 245 students attending the ten orientation sessions throughout the summer. Academic Success Center staff assisted 216 intended education majors through one-on-one appointments. Of these, approximately 116 intend on majoring in elementary education, 12 in English education, 21 in history education, 10 in mathematics education, 8 in middle grades education, 9 in science education and 40 in special education.

Sarah at advising (1)

Professional Advisor Caroline Hill meets with an incoming College of Education freshman in the Academic Success Center.

 

The Academic Success Center anticipates additional advising appointments during the first weeks of classes.

2015 CAEP Visit Preparations Commence

caepThe 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.

#ECU_CAEPiscoming

Below is the PowerPoint presentation from the COE’s Opening Day Faculty and Staff Meeting.

CAEP Presentation – Opening Faculty Meeting

Dr. William B. Martin Awarded Kappa Delta Pi Honors

Dr. William B. Martin

Dr. William B. Martin

Dr. William B. Martin, College of Education Professor Emeritus, was honored this past year for two awards through Kappa Delta Pi International. He was inducted as one of the charter members into the Eleanor Roosevelt Chapter of Kappa Delta Pi (KDP). Membership in this chapter is a lifetime honor and is limited to only 100 people. Dr. Martin has also been awarded one of only four KDP Founders Awards that are given out every two years at the KDP Convocation. He received the Dr. Thomas E. Musselman Award for Service Excellence, which is given to members who have inspired others through their volunteer efforts with education-focused service programs and who have made a difference in their local, regional, and global communities.

Dr. Martin’s teaching career reached across a number of states and education levels, including elementary school in Phoenix, AZ, junior high in Nashville, TN and graduate school at the University of Nevada in Reno, NV. He retired in 1990 after 31 years with the College of Education, Department of Secondary Education at East Carolina University. He was awarded the position of Professor Emeritus at ECU in 1990.

He is a lifetime member of KDP and served 26 years as a counselor for the Eta Chi Chapter at ECU. Dr. Martin also created an endowed scholarship through KDP for two education majors at ECU: one special education and one middle grades education.

Dr. Martin is from Duquesne and McKeesport, Pennsylvania and served as the Quarter Master in The Navigation Division on board a troop-ship of the U.S. Navy during World War II. He received a Bachelor of Science degree from Clarion University in Clarion, PA, a Master’s degree from Arizona State University in Tempe, Arizona, and a doctorate degree from George Peabody College, Vanderbilt University in Nashville, TN.

Dr. Martin has spent a great deal of time working with The Arc of the United States, a community-based organization advocating for and serving people with intellectual and developmental disabilities and their families. He has worked with the United States chapter as well as the North Carolina and Pitt County chapters. During his time with The Arc, he held several leadership positions, such as the state president of the North Carolina chapter and the Vice President of the Southeast Region – ARC/US.

Locally, he has worked with the Pitt County Mental Health Association, including serving as president (1989-90), vice president (1988) and treasurer (1986-87). He is currently the chairman of The Arc of North Carolina’s Life Guardianship Program for the Eastern North Carolina region.

Kenneth McKee ’13 Selected as ASCD Emerging Leader

Kenneth McKee

Kenneth McKee ’13

Kenneth “Kenny” McKee ’13 has been named to the ASCD Emerging Leaders Class of 2014. The ASCD Emerging Leaders program is designed to prepare a young, diverse group of educators for potential influence and ASCD leadership. McKee recently received his master’s degree in Reading Education from East Carolina University’s College of Education in Greenville, N.C. He is employed as an Instructional Coach with Buncombe County Schools in Asheville, N.C. Department of Literacy Studies, English Education and History Education (LEHE) Chair Dr. Katherine Misulis stated that “We (the department) are very proud of Kenny’s accomplishments and this well-deserved recognition.”

While the 2014 Class of Emerging Leaders is the largest group in the program’s history, still only 45 educators from across the nation were selected to participate in this prestigious two-year program. Dr. Elizabeth Swaggerty, Associate Professor, LEHE, remarked “This is an amazing honor.”

The 2014 Class of Emerging Leaders will receive exclusive access to a pool of grant funds. The grant program is designed to support students through innovative approaches to whole child education and to help emerging leaders grow professionally. Activities for Emerging Leaders may include serving on committees, hosting networking events for educators, advocating for sound education policy, and contributing to ASCD publications such as Educational Leadership and the Inservice blog.

The Association for Supervision and Curriculum Development (ASCD) is a global community dedicated to excellence in learning, teaching, and leading. ASCD’s innovative solutions promote the success of each child. To learn more about ASCD and the 2014 Class of Emerging Leaders, visit the organization’s website: www.ascd.org.