CAEP is here!! Want to find out the schedule of today’s events then go to the Office of Assessment and Accreditation CAEP Exhibitions page to see them.
CAEP is here!! Want to find out the schedule of today’s events then go to the Office of Assessment and Accreditation CAEP Exhibitions page to see them.
In this inaugural edition of From the TRC, the Teaching Resources Center would like to refresh the minds of the College of Education’s faculty, students and staff of our mission because it will also serve as the driving force behind this new weekly column: The mission of the Teaching Resources Center is to facilitate teaching and learning initiatives by providing resources and services to educators at all levels.” [emphasis added] It is my job to reach out to the College of Education and advertise the fact that the TRC’s collection and services does support educators at all levels.
With this in mind, it can be easy to forget about the needs of distance education students because they don’t physically walk through our doors on a regular basis, if ever. They may never even know the same resources and services we offer on-campus students are available to them. I earned my Master of Library and Information Science degree online, and experienced this exact scenario. Maybe it was because I was studying to become an academic librarian that the University felt I should already know these things or I would pick them up as I progressed through the program, but I never knew about document delivery, research consultations or even the research guides on the library’s website.
Here is a list of services and resources I hope all distance education students take advantage of:
Research Consultations: Something new! Students can contact me via FaceTime or Skype for a one-on-one session to help them with their specific research needs. Email Dan Zuberbier, to schedule an appointment.
Interlibrary Loan & Document Delivery: Need a book we don’t have? We can get it for you! Log into ILL with your PirateID and password to request a book. The same site will let you request document delivery where we will provide articles from our print and microform collections via email and will ship books and other media materials to you via UPS.
Cooperative Borrowing Agreements: As a DE student, you also have borrowing privileges at any UNC System library, plus a few others. Establish an account with Joyner Library to gain these privileges.
Online Writing Lab: The Writing Center also provides assistance to DE students. Through consultations with a trained writing center consultant students can ask specific questions about their writing in any stage, from brainstorming to the final draft.
Using the Past to Address the Present”
Saturday, February 21, 2015
2:00 PM – 3:00 PM
Joyner East, Room 201
The TRC is sponsoring a public presentation featuring award-winning children’s author and illustrator Duncan Tonatiuh (toh-nah-tyou) as he discusses how ancient art of the Americas influences his artwork. In addition, Mr. Tonatiuh will share how he looks at the past to address issues that affect children today, especially Latino children. Immigration and segregation are two crucial issues addressed in his works.
Born in Mexico City and raised in San Miguel de Allende, Duncan Tonatiuh graduated from Parsons The New School for Design and Eugene Lang College in New York City. His children’s books have won Tomás Rivera Mexican American Children’s Book Awards and Pura Belpré Awards.
Mr. Tonatiuh’s books will be available for purchase in the lobby of Joyner Library from 10:00am to 4:30pm, and he will be autographing books in the same location from 10:30am–1:00pm and 3:30pm – 4:30pm.
His latest work, Separate is Never Equal, was named an Honor Book by the Pura Belpré Illustrator Awards and received the same award from the Robert F. Sibert Informational Book Medal. This book, along with his other works, are available in the TRC.
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.
multiple measures – the use of multiple indicators and sources of evidence of student learning. The edTPA is a multiple measure assessment.
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
observation protocol – an advance organizer used by teacher candidates when observing inservice teachers.
portfolio – a collection of student work compiled over a period of time and used for assessing performance and/or progress.
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.
rubric – a guide for listing specific criteria for evaluating academic papers, projects or tests.
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.
TEMS (Teacher Education Management System) – on online database of information about ECU teacher candidates.
upper division – the official step in applying and being formally admitted into the teacher education program.
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
walkthrough – a formative assessment conducted by an instructional coach while observing an intern teaching.
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. )
year-long internship – a student teaching experience that takes place over two semesters.
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).
academic language – language used in academic settings and for academic purposes to help students acquire and use knowledge.
beginning teacher – a teacher in the first three years of his or her career.
co-teaching – a teaching technique in which two instructors deliver instruction to a group of students.
dispositions – the attitudes, perceptions and/or beliefs that form the basis for behavior.
Dispositions for teaching include professional demeanor, professional commitment, and professional interactions.
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).
feedback – a reaction or response to a particular process or activity; evaluative information derived from such a response.
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.
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.
instructional coach – an educator who is hired to specifically work with teacher candidates during their internship.
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.
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.
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.
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.
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.
On Saturday, January 24, 2015, the East Carolina University College of Education hosted prospective teacher education students at their College Of Education Recruitment Day which was held in Mendenhall Student Center. The theme of the event was iTeach: What’s Your Superpower? and provided 46 junior and senior high school students and their families with information about teacher education degree programs offered at the institution as well as information about transitioning from high school to a four-year institution.
Invitations were issued to high schools within the Latham Clinical Schools Network which comprises 39 counties within eastern North Carolina. Dr. Linda Patriarca, Dean of the College of Education, welcomed the group with motivational comments about why becoming a teacher is crucial in today’s society. Prospective students and their families received information about admissions, financial aid, and housing. Teacher education faculty members provided participants with degree requirements and the unique features of ECU’s teacher education programs. In a student panel and throughout the day, teacher education students interacted with program participants and provided advice on successful transition from high school to college as well as engaged in conversations about what it’s like to be a Pirate at ECU. Prospective students and their families received information about the Education Living and Learning Community and the myriad of scholarships available for teacher education students. Tours of the campus led by current teacher education students rounded out the COE Recruitment Day.
Participants commented positively about the day by saying, “I loved the amazing ECU spirit…. There was excitement from everyone…. What a wise use of time…. The student panel was very helpful.” The teacher education programs represented at the event are hopeful that the day’s interactions will help prospective students solidify their choice to attend ECU in the future.
The College of Education was delighted to host this event to encourage high school students to choose East Carolina University as their home away from home. The unit extends its gratitude to the Office of Undergraduate Admissions, Financial Aid, Campus Living, and teacher education faculty and staff across campus for making this a successful recruitment event.
A link to a photo album providing a pictorial account of the day is available at: Recruitment Day Photo Album – January 24, 2015.
For more information about recruitment efforts for the College of Education at East Carolina University, please contact Ms. Dionna Manning in the COE Academic Success Center, at firstname.lastname@example.org or 252-328-5453 or Dr. Laura Bilbro-Berry, in the Office of Teacher Education, at email@example.com or 252-328-1123. Interested individuals are encouraged to visit www.ecu.edu/becomeateacher for more information about teacher education programs offered at ECU.
Recently, the Joyner Library made a new addition specifically to benefit the College of Education. Dan Zuberbier was hired as the Education and Instructional Technologies Librarian in the Teaching Resource Center.
Like many academic librarians, Dan Zuberbier didn’t follow a straight path to the profession. While finishing his B.A. in History at the University of Wisconsin – Madison, he was an assistant baseball coach at Edgewood College, a small private college down the street from the UW. “Baseball had been the center of my life for as long as I could remember,” he said. “Since I wasn’t playing ball any more it made sense to try and break into the coaching ranks.” Unfortunately being an assistant coach at an NCAA Division III school wasn’t enough to pay the bills, and he picked up odd jobs to make ends meet.
Eventually, Dan decided he needed a more stable career path. “Working the equivalent of two full-time jobs to pay the bills took the fun out of coaching baseball,” and reflected on what he wanted to get out of a career. “I needed a career that fulfilled my intellectual curiosities, and, at the same time, provided opportunities to develop meaningful relationships with young adults as I had been able to do with my baseball players. Teaching seemed like a natural fit.”
Setting his sights on becoming a high school history teacher, he enrolled in Pima Community College’s online Post-Baccalaureate Teacher Education Program, moved to Arizona to complete his student teaching, and earned his teaching license. Yet, four years later, his career took another unexpected turn. “I was having a hard time building up my students’ research skills, so I reached out to who I thought was our school librarian,” he said. “She kindly informed me she was the library clerk and had no experience teaching students research skills.”
Saying he was surprised his high school, the largest school in the district, didn’t have a certified library media specialist on staff is putting it mildly. To make matters worse, soon after their initial conversation, the library clerk broke her foot and was out of work for a week. Zuberbier stated, “Because she wasn’t a certified teacher-librarian, the school was under no obligation to hire a substitute to keep the library open in her absence. I was speechless.” After being shut out of their library for an entire week, Zuberbier wondered what else his students were missing out on because the school did not have a certified teacher-librarian.
He dove head-first into researching the role a library media specialist should play on a high school campus and petitioned the school board to fund the position. His request was denied. The Superintendent argued that because the school was only four years old, its collection was ‘still so new’ and students had access to so many online resources the school didn’t need a certified librarian. It took another year for Zuberbier’s efforts to succeed, and, in the meantime, he began earning his Master in Library and Information Science (MLIS) through UW-Milwaukee. He was also able to earn his library media specialist endorsement, and became his school’s first certified teacher-librarian.
“Soon after I started my MLIS program, I knew I couldn’t stop being a teacher. But, I also realized I wanted to give myself the opportunity to have an impact on the profession as an advocate for school libraries and through my work as an education librarian,” Zuberbier said. Which is why he considers himself fortunate to be working in East Carolina University’s Teaching Resources Center. “This is my dream job. To not only work with pre-service teachers by teaching them about instructional technologies and what they should expect out of their school library when they enter the workforce, but also serve educators throughout eastern North Carolina is an awesome responsibility.”
Zuberbier is currently working on developing workshops for students and faculty around the basic functions and lesson planning around the use of SMART Boards. He is also looking to collaborate with COE faculty to develop a series of workshops for students that will cover current and emerging K12 instructional technologies that will take place during the Fall semester. He currently resides in the TRC, room 2504, and can be reached through email, firstname.lastname@example.org, or by phone, 328-0406.
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