The Design Team of the Secondary Teacher Education Reform began work in during spring of 2012, with recognition of the unprecedented paradigm shift in how teaching and learning occur due to introduction of the Common Core State Standards. From this, we further recognized that we would have to help foster change in how we prepare teachers to work in schools.
Toward that end, we conducted Common Core training to disciplinary teams from English Education, History Education, Math Education, and Science Education as well as teachers from J. H. Rose High School.Each team was also supported by faculty from ECU's College of Arts and Sciences.We also formed a fifth team of COE faculty who provided foundational support to the other four teams relating to English as a New Language (ENL), Literacy Supports, Universal Design for Learning, and Instructional Technology.
During Summer Session II of 2012, the teams received CCSS training from Pearson Publishers Professional Development Division. Following that training, each team planned one model unit based on CCSS and NCES that would be taught by the partner teachers from Rose HS. In turn, ECU Secondary Teacher Education Faculty incorporated those model units into their instructional units on curriculum and instructional planning in their methods courses.Arts and Sciences faculty also implemented changes in their courses as a result of the teamwork.
As the Rose H.S. teachers implemented their model units, the ECU Secondary Teacher Education Faculty, as well as Arts and Sciences Faculty provided assistance and collected information and artifacts from those teachers.The feedback from Rose teachers and their students helped inform ECU Secondary Teacher Education Faculty's thinking on how to teach planning, instruction, and assessment in their methods courses.
The Curriculum Design Team is in the process of completing their course reforms not only in Secondary Teacher Education, but also in the Arts and Sciences department.Each area has revised their course syllabi.
During spring of 2013, under the direction of Drs. Gabbard and Engleman, Dr. Crisianee Berry has been working with faculty on the teams to create a resource website that will be used by secondary education faculty to support the revisions they've made to their course syllabi and, thereby, the work of their students in developing their professional knowledge in the areas of planning, instruction, and assessment.Many video examples, instructional items and artifacts of student work are included.Robert Passell has been our videographer, taking video of requested examples, interviews and classes.
In addition to significant changes to each of the secondary programs too numerous to explain in a newsletter, or short report, some really unique innovations have come out of the work including the following:
A "unit generator" built by Dr. Allen Guidry, continues to be revised and improved. It includes all facets of the reform of teacher education, including universal design for learning.It is being used in his class, but other versions of the document continue to be revised and used in other secondary education methods courses.Dr. Guidry has also been teaching his Methods students at Rose High School, working closely with Liza Knight to teach his students a way of presenting History that they have not experienced.Video taken of these experiences is very exciting.
Karen Zipf, of the History Department, has changed HIST 3000 and continues to provide us with exciting reports and artifacts from her classes with COE students in them.Chad Ross, of the History Department has also joined the reform discussions.Their work intersects strategically with the work of History Education.
Science Education has completely revised the way that they teach unit and lesson planning, based on the new reform tenets.Frank Crawley worked intensively with Jean Luc Scemama of the Biology Department, as well as a team of 2 highly regarded Science teachers from Rose High School (Jed Smith and Clinton Todd).Also involved on this team was an instructional coach from Rose High School (Mike Flinchbaugh).
Dr. Jean Luc Scemama, Chair of Biology at ECU, has been spending time in Jed Smith's and Clint Todd's classrooms at Rose, working directly with students.This is an exciting part of the project.Dr. Scemama is able to provide students with experiences that help them understand what it might mean to be a Scientist.
The Science Team also conducted video interviews of teachers, students, and faculty members, asking participants to describe their experiences working in a professional learning community.
Gabrielle Freeman, representing the English Department, has continued to revise her English 1100 courses to incorporate the CCSS, and to demonstrate a number of instructional strategies learned from summer session training.
Ms. Freeman has also continued to work in a team with Ms. Julie Harris at Rose High to develop further model units based on CCSS principles.
Besides being trained in the CCSS, text-dependent questioning, UDL, and assessment this summer under Pearson, the secondary English teachers at Rose High School and the English Education Faculty (Todd Finley and Shari Steadman) at ECU completed an interdisciplinary inquiry unit that was used to model CCSS planning. We also added two new categories to our lesson plan template that students report have helped them on the edTPA: identification of 21st century literacies, UDL elements, academic language, and "literacy practices framework"—the last segment was conceived because of research that ENED faculty did on our majors' conceptions of engagement.
This fall, faculty revised all of education course syllabi to incorporate Common Core State Standards. Culminating and interim performance tasks (taught to us during summer training) were baked into the unit planning sequence/requirements. Faculty have collected all students' lesson plans and unit plans and have video evidence of how they applied these concepts in their field senior I lessons.
Training support from last summer allowed us to develop a major James Gee gaming principles module, so that our students could practice identifying and creating curriculum that is engaging for students.
Faculty created a seven-step unit planning protocol that features models created by the secondary English teachers, an English Department faculty member, and the ENED faculty over the summer.
In ENED 2123 this semester, faculty members are piloting a "video grand rounds" for 50% of the field observations. English education majors are using these focused reflections to create a common vocabulary with which to identify effective and ineffective literacy practices executed by teachers in the field.
In ENED 4960 students are constructing individual lesson plans and units based on the CCSS. By the end of the semester, each student will have created a lesson plan for a poem, a short story, and an informational text. In addition, they each will design a three-day unit on a self-selected young adult text and a three week unit for Of Mice and Men. The units will include visual and/or auditory texts in addition to more traditional forms of literacy.
Faculty have already videotaped teachers and former interns critically reflecting on how they negotiated different obstacles in the planning/composing process and how they plan. Ninety-five percent of our video shooting is complete. These videos will be edited and inserted into a web site that features a) intern-created curriculum b) video of them teaching; c) reflections on their planning.
Because of the information density of these English education materials, we are creating brief low-stakes assessments to accompany the modules.
Faculty are expanding the unit planning sequence (see link above) to accommodate multiple planning/composing intern archetypes. Each of the planning sequences, or composing pathways, will break the planning process down into short segments and provide materials and video advice—including pitfalls—to fit the different profiles: Tharp (Creative Habit), WIDS , UDL, Traditional/Literal, Problem-Centered & Workshop, and Improvisational. By creating intuitive pathways for planning, faculty hope to reduce the phenomenon where students plan in their own way, then try and fit what they create into a model that chafes against their planning style and worldview.
With Allen Guidry from History Education, ENED has begun to create an assessment grid that identifies evidences of student performance.Working with the Assessment Office, specific codes will be generated to track students as they move through the TQP reforms.This tracking system will enable faculty to measure the impact of the reform initiatives on teacher effectiveness and student achievement.
Bethanne Fine and Todd Finley have conducted a needs assessment of the secondary teachers at Rose High School. We are using this data to plan a 5-day iBook Author curriculum-planning institute that will allow the participants to share their work with other secondary teachers in the county.
Tony Thompson and Kwaku Adu Gwamfi of the Math Education area have continued to meet with the videographer and the web designer with the purpose of designing supplementary instructional materials based on implementation of model units at Rose High by Jennifer Mabe and Tracey Moore.
Dr. Bethann Fine has spent time supporting instructional technology implementation by both ECU Faculty and Rose High Faculty.She spends time each week at Rose High in order to be available to teachers.She has also conducted several trainings in "TPACK".
Dr. Lora Lee Smith Canter has spent a great deal of time at Rose High in order to be available to teachers to support efforts in universal design for learning.
Drs. Gabbard and Engleman have continued to manage all of the teams and their efforts, keeping in mind the larger project design and necessary deliverables.They have also overseen coordination efforts of the videographer and web designer.They are designing an introductory section for the web site that is in production.They also continue to collect informal formative evaluation information.A paper will be presented at AERA in May of 2013 that details this project, authored by Drs. Dan Boudah, Lori Flint, David Gabbard and Melissa Engleman.
As of May 2013, Melissa Engleman and David Gabbard will end their work as Co-Directors of the Secondary Teacher Education Reform.Secondary Curriculum Reform is shifting focus to Clinical Skills. Todd Finley is leading this effort beginning Summer Session I, 2013.
The iBook-Author institute was held during July. Rose HS teachers developed ebooks for their classes and collaborated with ECU faculty to design and develop ebooks on instructional strategies for secondary teacher education programs. The books are currently being reviewed and edited. The work in progress is ISLES for Secondary Teacher Education.