Category Archives: Office of Assessment and Accreditation (OAA)

News from the Office of Assessment and Accreditation

MLS Faculty Celebratory Luncheon Feb 2015

ECU’s Master of Library Science Program Earns ALA Accreditation

It is with great pleasure that the East Carolina University Master of Library Science degree program is able to announce that their degree program is now accredited by the American Library Association (ALA).

ALA accredited sealALA accreditation provides students, and alumni who qualify, the ability to apply for library positions in any library setting. ALA accreditation is seen as essential to MLS graduates seeking employment in academic and public libraries. It is a required standard by the Association of College and Research Libraries. Graduating from an ALA-accredited program provides greater flexibility in the types of libraries that students and alumni can apply for and enhances career mobility. Most employers, except school libraries, require an ALA-accredited master’s for most professional level positions.

ALA accreditation indicates that the program has undergone a self-evaluation process, been reviewed by peers, and meets the Standards established by the American Library Association and Committee on Accreditation. Students currently in the program will receive an accredited degree upon graduation.

Alumni who graduated in 2013 and 2014 now have an accredited degree as well. However, for alumni who have graduated prior to 2013, the program cannot offer a path to altering their degree to become an accredited one, for example, taking an additional set of courses now that the program is accredited.

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Who are the BOE Team Members? (Review)

There are five Board of Examiners team members who will lead the accreditation review that the College of Education at East Carolina University will undergo in February 2015. These individuals are Dr. W. Hal Knight, Dr. Linda F. Cornelious, Dr. Harold London, Mr. Thomas J. White and Dr. Pamela S. Wolfe.

Dr. Knight is from East Tennessee State University where he is the former Dean of the Claudius G. Clemmer College of Education. He holds a Ph.D. in Educational Administration from Kansas State University.

Dr. Cornelious, another BOE Team Member, is employed as a professor in the Department of Instructional Systems, Leadership, and Workforce Development at Mississippi State University. Her interests are in evaluation and measurement, instructional technology, educational leadership, faculty governance, multicultural education and service learning.

Dr. London is currently a visiting assistant professor in secondary education at DePaul University. He earned an Ed.D. in Educational Leadership at Northern Illinois University.

Mr. White is a 4th grade teacher at Lynnwood Elementary school in Lynnwood, WA. He is a lead author for the award winning online publication and blog Stories from School: Practice Meets Policy.

Dr. Wolfe is an associate professor of education/special education in the Department of Educational Psychology, Counseling, and Special Education at Penn State University. She has written numerous articles in international and national journals as well as book chapters on transition, advocacy, and functional academics.

Also joining the BOE Team are Dr. Debbie Hill and Mr. Nate Thomas. Dr. Debbie Hill is the NC Department of Public Instruction consultant assigned to the BOE Team. Mr. Nate Thomas, an Accreditation Associate at CAEP, will join the visit as an observer.

The EPP at ECU is looking forward to welcoming the accreditation team on campus, and hosting our accreditation visit this year.

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Pirate CODE from A-Z (Part Two) (Review)

M

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).

Pirate Code from A-Z Part 1

#ECU_CAEPisComing

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Pirate CODE from A-Z (Part One) (Review)

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

 

#ECU_CAEPisComing

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CAEP Prep: ECU’s Pirate CODE Process (Review)

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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History of ECU as a Teacher Preparation Institution

ECU has a proud heritage with a mission of teaching, research, and service. Its commitment to the region is an expression of its motto, “Servire,” or To Serve. Chartered in 1907 as East Carolina Teachers Training School (ECTTS), ECU has continually served the region with quality and commitment. In 1972, ECU joined the UNC System, becoming the third largest university in the system, and the College of Education (COE) is its founding college.

The Mission Statement was revised in 2014 to reflect ECU’s goal “To be a national model for student success, public service and regional transformation.” ECU is accredited by the Southern Association of Colleges and Schools (SACS) to award baccalaureate, master’s, and doctoral degrees. ECU’s conceptual framework for preparing education professionals focuses on empowering all learners in all educational endeavors and achieving excellence through partnership.

The EPP unit at ECU consistently produces the most educational professionals in the state annually. Many graduates teach and lead in the eastern part of NC within The Walter and Daisy Carson Latham Clinical Schools Network (LCSN) and continue to be valued partners with the EPP and ECU Pirate Nation.

In 2009, the COE was awarded an $8.9 million Teacher Quality Partnership (TQP) grant from the US Department of Education to reform teacher preparation and impact school reform. Several TQP reforms are innovations in the EPP’s Pirate CODE, Transformation Initiative. In 2010, the American Association of Colleges of Teacher Education (AACTE) awarded the Edward C. Pomeroy Award for Outstanding Contributions to Teacher Education to the editorial team of the Journal of Curriculum and Instruction (JoCI), a COE-supported online journal.

More recently, the teacher preparation programs at ECU were studied as part of a Spencer Foundation project on data use practices in teacher education. This work is being featured by AACTE as a forthcoming series of institutional profiles and problems of practice briefs.

Learn more about ECU’s mission and values: http://www.ecu.edu/cs-admin/chancellor/mission.cfm

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COE Faculty Reflect Upon edTPA Experiences

CIE

In December 2014, Drs. Diana Lys, Mark L’Esperance, Ellen Dobson, and Ann Bullock published Large-Scale Implementation of the edTPA: Reflections upon Institutional Change in Action in Current Issues in Education about their experiences implementing the edTPA performance assessment in a large teacher preparation program. Current Issues in Education is published by Arizona State University.

The article does not focus on the edTPA itself, rather it reflects upon the challenges and opportunities teacher preparation program face as they implement and embed edTPA. Key areas of reflection included organizational structures and processes; program and faculty readiness; and data use for program improvement.

The edTPA is the summative assessment associated with the Pirate CODE – ECU’s Transformation Initiative (TI) for the upcoming CAEP accreditation visit. In alignment with the goals of the ECU TI, the publication of this work serves as another example of how the Pirate CODE’s  R&D model leading to quality scholarly contributions to the teacher preparation knowledge base.