Category Archives: Office of Teacher Education (OTE)

News from the Office of Teacher Education

image

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.

FacebookTwitterLinkedInGoogle+
caep_for_blog

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

Store-Swivl3

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.

COE Seal - Feature Image

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

caep_for_blog

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.

caep_for_blog

What is the Senior Year Internship?

The Senior Year Internship is a required clinical experience for teacher education majors at East Carolina University.  It is a two-semester experience within a public school classroom, under the mentorship and coaching of a specially trained and licensed clinical teacher.  The Senior Year Internship is designed to provide students with opportunities to internalize and apply previous teaching and learning experience, as well as opportunities to teach and grow professionally through observation, planning, teaching, assessment, and reflective work with an effective classroom teacher.

In Senior I, a teaching intern’s first semester, students acclimate themselves to the public school environment by gaining an understanding of policies and procedures, multiple roles of classroom teachers, the diverse needs of the students, as well as the beginning stages of a range of experiences of curricular planning, delivery of instruction, and assessment.

The second semester, Senior II, is an emersion semester of involvement with clinical teachers providing constant feedback to the intern about the teaching and learning process.  In addition, the intern will complete a portfolio to document his or her growth and development as a classroom teacher with support from the clinical teacher and the university supervisor.

The Senior Year Internship is designed to allow students to gain practical experience and attain a level of competency needed for a high functioning novice beginning teacher.  There is a key focus on specific and timely feedback from clinical teachers and university supervisors which is meant to augment the intern’s growth.  The internship is invaluable in that it is practical learning combined with expert coaching from seasoned and trained teachers and supervisors.

Interns are generally able to make smooth transitions into their own classrooms once they are hired because of the depth of knowledge and experience they have acquired in this experience.

For more information regarding the Senior Year Internship, please see the Teacher Education Handbook.

coventing

The Senior Year Internship is a central feature of the initial teacher preparation programs at ECU and aligns with NCATE Standard 3: Field Experiences and Clinical Practice

caep_for_blog

ITC in the College of Education

The ITC falls under the leadership of Dr. Diana Lys. It consists of professionals who can help support the integration of technology for teaching and learning.

The mission of the COE Instructional Technology Center 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 Student Lab (Speight 241) is provided to help teacher candidates and practitioners attain the skills needed to integrate technology in their careers as educators.

GOAL I: Provide timely, effective technical support for faculty, staff and students.
  • Respond to user requests within 24 hours of receipt.
  • Upgrade and maintain hardware and software as needed.
  • Set up audio/visual equipment in Speight classrooms as per Classroom Equipment Setup Requests.
  • Improve web presence to increase ease of use.
  • Implement bar-code based inventory system
  • Create a policies and procedures manual for ITC services.
GOAL II: Promote the use of technology in distance instruction.
  • Create a faculty multimedia lab for the purpose of creating media elements for instruction and research.
  • Provide consulting services in instructional design and media development
  • Research emerging technologies and suggest strategies for integration into instruction
GOAL III: Provide professional development opportunities for faculty, staff, and K-12 educators.
  • Conduct workshops, seminars and individual training as needed.
  • Create tutorials, FAQs and other online resources to provide just-in-time training.
  • Collaborate with other college units to leverage professional develop opportunities.
  • Attend conferences, workshops and other professional development events pertaining to educational technology.
caep_for_blog

ECU Teacher Candidates visit the ISLES

All new teachers need a toolbox full of high leverage practices to draw upon as they enter their first classrooms.  Candidates in Elementary Education, Middle Grades Education and Special Education programs engage with a common framework of effective instructional practices through a series of online modules.  The Instructional Strategy Lessons for Educators Series (ISLES) modules explore ten research-based strategies that have been found to increase student achievement.  The modules build upon one another at the declarative (ISLES 1), procedural (ISLES 2), and conditional levels (ISLES 3).  The modules were developed collaboratively by ECU teacher education faculty and local school district partners as part of ECU’s Teacher Quality Partnership (TQP) Grant.

The establishment of a common language in high leverage practices is critical to developing expertise in teacher candidates.   The ISLES strategies are not the only strategies that are effective, nor are they the only strategies that a teacher should incorporate into instruction.  Rather, the instructional strategies identified in the ISLES modules constitute a solid foundation for all beginning teachers – a common set of instructional tools.  Effective subject-specific instructional strategies are incorporated into each preparation program, adding additional strategies to the teacher’s toolbox.  The ISLES modules are currently being refined and piloted in other teacher education programs, including Secondary English Education, Secondary History Education and Business Information Technology Education.

edtpa_logo_white

ICYMI – Co-Teaching, “A New Model for Student Teaching.”

voTeachEast1

Sarah Young ‘13 leads a group of kindergarten students in Amy McGregor’s classroom at Wintergreen Primary School in Greenville. She was one of two ECU students assigned to that classroom for their spring semester internship as part of the Co-Teaching Program in ECU’s College of Education.

The fall 2013 issue of ECU’s East magazine featured the Co-Teaching initiative in the ECU College of Education as an exciting and innovative new practice, “A New Model for Student Teaching.”

Co-Teaching provides a comprehensive and rigorous experience for interns and enhances the quality of learning for P12 students. The Co-Teaching partnership enables clinical teachers to provide consistent mentoring, giving interns the time and support necessary to gain skills and the confidence required to teach successfully.

Since this article was published, the Co-Teaching initiative has grown from a few interns to 111 interns in 91 classrooms, representing seven teacher preparation programs at ECU. Such growth would not be possible without strong public school partnerships.  Greene County Schools liaison to the Latham Clinical Schools Network at ECU, Gwen Smith, says her teachers are:

“just beginning to understand what a wonderful model (co-teaching) could be.”

“Over the past years, (fear of relinquishing the classroom) has been the biggest (deterrent),” Smith said. “They tell me ‘I can’t take an intern this year.’ But anytime you’ve got more than one teacher in the classroom, the students are certain to benefit.

“We want to get our best teachers for these interns—our master teachers. This 2-1 model works better.”

The Co-Teaching initiative’s team of lead faculty—Judy Smith, Liz Fogarty, Christina Tschida, and Vivian Covington—is actively working not only to improve and expand the initiative, but also to study its impact on clinical practice, the focus of NCATE’s Standard 3. Early co-teaching research is focusing on candidate learning outcomes and candidate efficacy in co-teaching settings. Preliminary findings indicate:

  • Co-Teaching interns significantly outperformed non-Co-Teaching interns on two rubrics on the edTPA: Subject-Specific Pedagogy and Using Assessment to Inform Instruction.
  • When surveyed, Co-Teaching interns indicated a higher degree of self-efficacy in their ability to differentiate instruction than that indicated by non-Co-Teaching interns.

For more on Co-teaching and NCATE Standard 3, see the ECU TI IR, Standard 3.

wantzconference

COE Faculty Instilling Confidence, Inspiring Success

In a recent interview, senior Elementary Education (with a concentration in Science) major, Beth Wantz, credits COE and MSITE faculty with having a profound influence on her life.  She feels that they “truly care” about their students and go above and beyond to help them succeed.  She gives particular credit to Tammy Lee, explaining that, “Mrs. Tammy Lee has inspired me in so many different ways.  She has pushed me with my assignments and lessons throughout my college career because she knows what I am capable of doing.  Mrs. Lee has given me many opportunities outside of school that will greatly benefit me as a teacher, such as taking me to the National Science Teacher Association Conference in the fall of 2013.  With doing this, Mrs. Lee has given me the confidence that every effective teacher must have in order to benefit their students.  Mrs. Lee has also taken the time to teach me how to be a good teacher and a good person.  She is my biggest influence and my role model.”

Teachers teaching teachers–clearly a step in the right direction.