Category Archives: Office of Assessment and Accreditation (OAA)

News from the Office of Assessment and Accreditation

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College of Education Instructional Technology Center Lab

The mission of the COE Instructional Technology Center Lab is to provide support for faculty, staff and students in the integration of technology for teaching and learning. The ITC supports the development of technology-rich instruction by providing hardware and software, staff development, media production and consulting services to faculty and staff.

The ITC Lab is provided to help faculty, teacher candidates and practitioners attain the skills needed to integrate technology in their careers as educators. It is equipped with SMART boards, iPad carts, and other technology that can be found in a K-12 environment.

The ITC labs host classes, workshops and meetings that have need of its specific systems (See ITC Lab for scheduled events). The lab is set up with multiple SMART boards for faculty and students to be trained on. Many faculty schedule classes in the lab allowing candidates to plan Smart boards activities and practice prior to field experiences and clinical internships.

The ITC Lab has become a desirable meeting space for faculty working on innovations in the Pirate CODE, particularly those innovations utilizing technology, such as Video Grand Rounds, ISLES, and edTPA. Though not always available due to class and other schedule conflicts, faculty use the space to view multiple videos, capture notes using Smart Notebook, and run statistical analysis in group settings.

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Throwback Thursday-CAEP Prep: ECU’s Pirate CODE Process

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.

TIThe 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.

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Ann Rhem Schwarzmann Production Center

So where does a Teacher Candidate go to create materials for their classes?   Joyner Library’s Teaching Resource Center houses the Schwarzmann Production Center to assist Teacher Candidate with preparing classroom materials for their internships.

The Schwarzmann Production Center is located on the second floor of Joyner Library in the Teaching Resources Center, and is available for use when the TRC service desk is open. The center is designed to assist in the creation and preparation of materials used in lesson units, classrooms, and presentations. Staff is available to assist patrons with any equipment operations in the center.

The Production Center contains the following equipment:

Artwaxer
Award Maker
Badge-A-Minit button maker and cutter
Comb Binder
Ellison Die-Cut Center with over 900 patterns
Laminator
Light Box
Poster Maker
Vinyl Letter Cutter
The center also houses computer workstations with scanners and access to a color printer. Educational software available in the room includes: Button Builder, Kid Pix, Adobe Design Premium CS5, Timeliner, and Math Type. Learn more about Die Cutting

Take a Tour of the Production Center (video)

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Joyner Library’s Teaching Resource Center

Established in 1988, the Teaching Resources Center (TRC) contains children and young adult materials, K-12 North Carolina state adopted textbooks, multi-media, kits, and reference resources. The department primarily serves students enrolled in teacher education programs and educators in eastern North Carolina.

Our Mission
The mission of the Teaching Resources Center is to facilitate teaching and learning initiatives by providing resources and services to educators at all levels.

Our Goals
To serve as a model resource center by:

Developing and maintaining a birth to 12th grade collection
Conducting reference and instruction
Providing outreach to area schools and educators
Supporting educators with technology and equipment in the Ann Rhem Schwarzmann Production Center
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Teaching Resources Center Collections materials;

Biographies: Biographies in the TRC’s collection are used by elementary, middle and high school age students.

Big Books: The TRC offers a wide selection of Big Books.  A Big Book is an enlarged version of a beginning reading book, incorporating very large print and pictures. Big Books are educational tools often used to instruct groups of emergent readers.

Children’s Award Book Collection Plan: The Teaching Resources Center automatically acquires various Children’s Award Books each year.

Easy Fiction/Picture Books: Easy Fiction Books are illustrated stories that are written for birth to grade 2 children.   The TRC’s picture book collection includes copies of Caldecott Medal award winners and honor books as well as other prominent children’s award books.

Mixed Media Collection: The TRC’s Mixed Media collection contains read-a-longs, CDs, MP3s, audio cassettes, flashcards, and other media used by K-12 students and educators.

Nonfiction Books: The Nonfiction collection contains materials for birth to grade 12 readers. Titles in the TRC’s nonfiction collection correspond to the content areas of the Common Core Standards and the North Carolina Essential Standards, as well as informational topics of interest to school-aged children.  Additionally, the TRC’s collection of folktales and poetry are located within this collection.  The TRC’s nonfiction collection includes copies of prominent children’s award winning books including the Outstanding Science Trade Books for Students K-12 award winners.
Professional Collection: The Professional Collection contains teaching materials and other valuable resources for K-12 educators. The collection includes books pertaining to classroom activities, lesson planning, bulletin boards, and instructional methods.

Reference Books: The non-circulating reference collection contains reference materials for elementary, middle and high school age students as well as professional reference materials for educators.

Review Center: The TRC serves as a review center for publishers of children’s materials and invites educators, including pre-service teachers, to review and evaluate the titles within the collection.

Ronnie Barnes African-American Resource Collection: The Ronnie Barnes collection contains children’s books written by and/or about African-Americans.  The collection contains many award winning books, including Coretta Scott King award winners and honor titles.

Teaching Aids: The tactile objects in the Teaching Aids Collection are used by educators to reinforce learning and teach new skills. These objects are often referred to as manipulatives.

Textbooks: The TRC collection contains both North Carolina State Adopted K-12 Textbooks and supplementary K-12 textbooks.

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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.

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How the COE is Using Video in its Innovations

The implementation of video has taken a prominent role in the COE PIRATE Code, from Video Grand Rounds (VGR) to ISLES to EDTPA.

Students start by observing the video pertaining to the innovations in the VGR component. The instructors show video clips of actual preK-12 classes in place of observation visits by the students. The videos demonstrate strategies the candidates are to look for when they physically go to classrooms to observe. These videos provide an accurate comprehensive visual picture of the strategies in practice. Then in class, students debrief to ensures they comprehend what they are seeing. For more information, check out the VGR blog post .

The students begin to create their own videos when they participate in ISLES. The final component is showing conditional knowledge of the effective instructional practices when they submit a video demonstrating it. For more information, check out the ISLES blog post.

edTPA is a big aspect of the teacher education program and video takes a prominent role in its completion. Students must submit a video of them teaching to be evaluated. These videos allow the faculty to make sure that students are prepared to move on from the COE and have their own classrooms. For more information, check out the edTPA blog post.

The usage of video and the innovations have gone hand in hand to better prepare ECU COE candidates for their future as teachers

 

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Junior 2 Teaching Interns and Principal Fellows MSA Students Collaborate

Junior 2 Teaching Interns and Principal Fellows MSA Students Collaborate
Something new and exciting is happening this semester in the COE that you might miss if you are not currently a Junior 2 intern or a Principal Fellow. The two programs are collaborating for the benefit of both student sets, and the process has been extremely promising. First, the interns and Fellows meet and discuss lesson plans and teaching strategies. Next, the Jr 2’s teach a class, while the Fellows observe either in person or by watching a video of the lesson uploaded to Taskstream. The Fellows then evaluate the lesson and provide constructive feedback. This process is repeated across three lessons the interns teach.
The process is valuable to the interns because they get another set of eyes from experienced classroom teachers. The MSA students get the valuable experience of observing and evaluating teachers with a rubric, which will be a fundamental part of their future jobs as administrators, as they must observe their teaching staff and evaluate according to The Rubric for Evaluating North Carolina Teachers:

North Carolina Teacher Evaluation Process

As a Principal Fellow, this experience has been valuable and has taught me some practical lessons. I spent hours watching my intern’s lesson videos, brainstorming constructive advice and writing helpful comments. And this was for an intern who had well-prepared lessons and did a fantastic job. Yet I realize as an administrator I will not have hours to spend on each individual teacher. I can reflect with empathy now on some of my past evaluations, which may have seemed rushed and minimal. A principal with 80 staff members must schedule 80 pre-conferences, observe 80 lessons, and schedule 80 post-conferences. Each teacher should be observed a minimum of three times per year, and ILT’s require even more. Hundreds of hours are required to meet the minimum standards for evaluating and assessing teachers, and to truly help teachers improve, more time will be needed than just the minimum. But for the moment, my responsibility is to one intern and I have the luxury of time. I hope that my feedback will help her to ease into her future as an NC teacher. This experience has definitely been worthwhile for me in my preparation in becoming an NC school administrator.
Elbert Maynard
Principal Fellow

 

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The Swivl is here.

What is the Swivl?  Swivl is a camera dock with a twist.  Instead of holding your camera still, the Swivl will follow you around the room, tracking you as you move around on stage or in front of an audience.  This device follows the paired mic wherever it goes.  It is compatible with Android and IOS devices.

So who is using it in COE?  Students have begun to use it to record class sessions for edTPA and ISLES.  OAA has been using it to interview faculty and students about Pirate Code innovations.  Why use this instead of a video camera?  It’s ease of set up and video download capabilities.  The device can connect to any Android or IOS device that has the Swivl app.  You place it in the dock, hook up the mic cable, sync the mic, turn on app and you are ready to go.  The Swivl zeros in on the mic and follows it.  You can use it for one speaker or pass the mic for a group.  The quality of the recording ability lets you place it in the middle of a table to record a small group.  If you want to know more or are interested in trying out the Swivl, feel free to contact OAA IT for more information.

 

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East Carolina University Principal Fellows Program

According to the North Carolina Principal Fellows Program website, The Principal Fellows Program provides a competitive, merit-based scholarship loan to individuals of exceptional academic ability who have teaching or relevant experience and who desire to enter school administration in a North Carolina public school. Through this scholarship loan, fellows have the opportunity to pursue their studies full-time and earn a Master of School Administration (MSA) degree in two years. The program consists of one year of full-time academic study at one of eleven designated colleges in the UNC system, followed by one year of a full-time internship in a North Carolina public school while attending school part-time. Fellows are provided with and must participate in regularly scheduled enrichment experiences to augment their learning opportunities as they prepare for the challenges of being a principal or assistant principal. Fellows must agree to practice as full-time administrators for four years within six years following the completion of their degree as repayment for their scholarship loan.

The opportunity to become a school administrator is an exciting one to be sure. Personally, I am extremely excited to be pursuing a MSA degree because it will give me the opportunity to serve staff, students, parents, and the community in which I will be working to a greater degree than was possible in my role as a classroom teacher. Elbert Maynard, current MSA Principal Fellow, explains this best in his perspective on becoming a school administrator. He stated, “Students are in desperate need of good teachers-those who will challenge them with high expectations in a caring and respectful way, in order to prepare them for the challenges their futures hold. Therefore, why would a teacher leave the classroom to become an administrator? An administrator can do the same thing for a staff of teachers that a teacher does for his/her students. By being a support for teachers, an administrator can influence an entire school. If an administrator can positively influence two teachers, then that administrator doubled the number of students positively affected. If an administrator can positively influence 50 teachers, 100 teachers…the positive effects on students’ lives grow exponentially.”

The program design clearly addresses the idea that individuals would be best served by being able to focus solely on their studies during the first year. According to Elbert Maynard, “Dividing time between a full-time job and studies in an MSA program takes away from both. I would be taking away from my students by dividing my attention between them and pursuing an advanced degree; the reverse is also true as I would be taking away from my potential as a future administrator by not focusing solely on my studies while pursuing the MSA. The Principal Fellows Program is a blessing that allows individuals to focus solely on becoming the best administrator they can be, without taking away from the students those teachers have a responsibility to. Not only that, the Principal Fellows Program has a prestigious reputation of excellence that any MSA candidate would be honored to be a part of.”

East Carolina University has had the largest cohort of fellows among the eleven universities for at least the last four years. This speaks to the attractiveness and success of the university. The MSA program at East Carolina University prides itself on being grounded in service to our surrounding school region. With a focus on servant-leadership, students in the MSA program at East Carolina University are required to complete six Service Leadership Projects where they go into schools within our region to serve as problem-solvers, collaborators, and change agents. The authentic learning received by fellows provides them with the knowledge and confidence they need to further prepare them for the role of principal and assistant principal. We are actually given the opportunity to go into schools and provide assistance and support to staff and students in the role of principal or assistant principal. Elbert Maynard stated he chose East Carolina University because, “ECU is known statewide-even nationwide-as having excellent teacher and administrator programs. Having enrolled in the programs here at ECU, I can report that this reputation is not exaggerated–if anything, it is understated. My courses taken, and my experiences as a GA working with the Office of Accreditation and Assessment, have been more valuable to me than I could possibly quantify with words. Success as an administrator hinges on, in large part, the preparation gained through an MSA program. I can predict confidently that I will be successful as a future administrator due to the excellence of the program here at ECU.” I concur with Elbert’s view about East Carolina University.

Kelvin Shackleford
MSA Principal Fellow
East Carolina University

 

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A New Model for Student Teaching

Traditionally, student teaching has involved the pairing of one teacher candidate (intern) with one experienced classroom teacher (clinical teacher).  Gradually, the intern takes on more and more responsibility in the classroom until he/she is functioning as the sole instructor.  Lead faculty in the College of Education are examining new models of student teaching in the hopes of finding more effective ways to prepare new teachers.  One of these new models is known as Co-Teaching.

In the Co-Teaching model, the clinical teacher and the intern engage in collaborative planning, instruction and assessment throughout the internship.   This model enables the clinical teacher to provide consistent mentoring while giving interns the time and support necessary to gain the skills and confidence required to teach effectively.  Co-Teachers are always both teaching.  In order for the model to be successful, both the intern and the clinical teacher must be trained in specific co-teaching strategies.

The Co-Teaching model was piloted during the 2012-2013 school year.  Twenty-five interns were placed in 15 classrooms in Pitt and Green Counties.  Initial research shows that the Co-Teaching model provides benefits to the student teacher, classroom teacher and P-12 students.  Co-teaching interns significantly outperformed non Co-Teaching interns in their ability to provide subject-specific pedagogy and to use assessment to inform instruction.  Co-Teaching interns also indicated a higher degree of self-efficacy in their ability to differentiate instruction than that indicated by traditionally prepared interns.   The pilot has expanded to 242 participants engaged in co-teaching including interns, classroom teachers, university supervisors and program faculty.

The Co-Teaching initiative is led by Drs. Judy Smith, Liz Fogarty, Christina Tschida and Vivian Covington.  The practice of and research on Co-Teaching  addresses the focus of NCATE Standard 3:  Clinical and  Field Experiences.

 

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