Category Archives: Office of Teacher Education (OTE)

News from the Office of Teacher Education

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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.

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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

 

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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.

 

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

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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.

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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.

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East Carolina College of Education Hosts Future Teachers for Teacher Cadet Day 2014

2014 Burroughs Wellcome Fund North Carolina Teacher of the Year, James Ford

2014 Burroughs Wellcome Fund North Carolina Teacher of the Year, James Ford

One hundred plus potential teachers from high schools within the East visited the campus of East Carolina University on October 15, 2014 for Teacher Cadet Day. The Office of Professional Development and Student Outreach within the College of Education offered this event to high school students who are enrolled in the North Carolina Teacher Cadet Program.  It is an innovative year-long or semester-block activity-based curriculum for high school juniors and seniors. The course is designed to promote a better understanding and create interest in those students who may consider teaching as a profession. It is an honors program that details many components of the education environment and involves students in content, application, observations and teaching in preschool, elementary, middle school, and high school settings.

While on campus students listened to a keynote address by the 2014 Burroughs Wellcome Fund North Carolina Teacher of the Year, James Ford. Mr. Ford is a world history teacher at Garinger High School with Charlotte-Mecklenburg Schools.

Students also attended a Program Fair with representatives from the various program areas in the College of Education, as well as representatives from teacher education programs across campus.  This was followed by informative sessions around the theme of the conference: What’s Your Superpower? I TEACH.  Students participated in sessions on college admissions, career exploration, and options for teacher education. In addition, these prospective teachers engaged in a dialogue with teacher education students in a panel discussion. The visiting students completed their day on campus with a trip to West End Dining Hall and tours provided by ECU Admissions.

Teacher Cadet students from Duplin, Gates, Johnston, Nash, and Wayne counties participated in Teacher Cadet Day 2014. Special thanks is extended to Ms. Christa Monroe for her efforts in organizing this recruitment event.

If the video above does not load, use the following link: https://www.youtube.com/watch?v=TAF0H0mD4D0&feature=youtu.be

For more information about the College of Education’s efforts in the area of teacher recruitment, please contact Dr. Laura Bilbro-Berry at bilbroberryl@ecu.edu or 252-328-1123.

Dynamic Dialogue about Diversity panelist

Event Discussed Difficulty Recruiting, Retaining Diverse Educators in Schools

On October 15, 2014, the Office of Professional Development and Student Outreach in the College of Education collaborated with the Office of Equity and Diversity and the Ledonia Wright Cultural Center to offer a Dynamic Dialogue about Diversity event entitled “Diversity in Education.

This event featured a roundtable discussion between the 2014 North Carolina Teacher of the Year, James Ford, and two local educators, Juan Castillo from Greene County Schools and Joey Crutchfield from Pitt County Schools. The discussion integrated the topic of assessment of diversity within the teaching profession. The distinguished panelists shared the African American, Latino American, and Native American perspectives as well as their thoughts on the lack of representation of male educators from these subgroups in the classroom.

The panelist and participants engaged in dialogue about the challenges facing higher education in meeting the need for focused recruitment and retention in teacher education programs of underrepresented populations. The impact of the presence of these subgroups in the classroom as teachers as well as the support found in the schools and school systems that encourage retention in the profession was also intertwined into the conversation.  Additionally, current students and faculty shared how East Carolina University is meeting the needs for the recruitment and retention of diverse populations of students.

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CAEP Prep: What is the LCSN?

The Latham Clinical Schools Network (LCSN) is a network of 38 public school systems located throughout eastern North Carolina, who collaborate with the EPP at ECU in order to form a school partnership among teacher candidates and faculty.  LCSN provides quality field placements for pre-service teachers with trained clinical teachers in diverse public school settings.

The LCSN is critical to the EPP successfully meeting the expectations of Standard 3, Field Experiences and Clinical Practice, Collaboration between the Unit and School Partners.  Collaboration with the LCSN allows the EPP to strategically and proactively address concerns.  One common issue collaboratively addressed through LCSN was the need for criminal background checks for field experiences (practicum) and clinical practice (internship).

The in-depth collaboration between ECU EPP and LCSN partners leads to synergistic gains for the partners.  For the COE, partnerships from the LCSN support the TQP grant, focused on the clinical practice component.  Instructional Coaching in LCSN member district (Pitt County Schools and Greene County Schools) was an original TQP clinical practice reform, and is also a Pirate CODE innovation.  For LCSN, professional development is provided annually for all clinical teachers who mentor an intern during clinical practice through the fall and spring Clinical Teacher Conference and through other annual conferences, themed workshops, and collaborative professional development opportunities.  These events unite EPP faculty and clinical partners in support of candidates.

Prior to the Site Visit, it is important for our public school partners in the LCSN to know about the EPP’s programs and Pirate CODE.  LCSN representatives serve on the Council for Teacher Education, and are the crucial communication conduit for the EPP to the public schools.

Once the Site Visit schedule is determined, individual faculty, candidates, clinical teachers, university supervisors and other EPP stakeholders may possibly be invited to meet with the Site Visit Team.

Learn more about the Latham Clinical Schools Network: http://www.ecu.edu/cs-educ/oce/Clinical_Schools.cfm

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Video Grand Rounds

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.

 

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College of Education’s Professional Development for using Educational Technology

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

 

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Christa Monroe

2014 Fall Clinical Teacher Conference and the 32nd Annual Mary Lois Staton Reading/Language Arts Conference a Success

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.

Slideshow: https://www.youtube.com/watch?v=lt-v1YgeDPU&feature=youtu.be

Video Credit: COE Office of Teacher Education, Photo Credit: Dr. Laura Bilbro-berry