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History

The grant was awarded in the fall of 2009 and reassigned time for faculty began in the spring semester of 2010. Shirley Carroway was hired as the PI and the five focus areas were formed with co-investigators for each area.  The focus areas and co-investigators included recruitment (Denise Hunt), curriculum reform (Kristen Cuthrell, Jamin Carson, and Karen Voytecki), clinical practice (Vivian Covington and Judy Smith), induction (Dennis Teel) , and school reform.  Internal evaluator was Ken Luterbach and external evaluation was with SERVE, Greensboro, NC.

The USDOE funded Teacher Quality Partnership (TQP) grant is ending its first year. This large grant supports the work of many partners within the College of Education, the Harriot College of Arts & Sciences, Pitt County Schools, and Greene County Schools. All partners were well into the academic year when funding was received, so the first year's challenge was to identify personnel and create an infrastructure for the project. Once a spring semester team was established, COE faculty met with principal investigators to identify key instructional strategies as the basis for course development. Ten instructional strategies were identified after a review of the literature. These strategies were divided into five categories: organizers, concept learning, grouping, question and review, and assessment. The declarative knowledge level module was written and designed as voyage to five islands, representing the five categories. Thus the modules became known as ISLES (Instructional Strategy Lessons for Educators Series); the declarative knowledge level was designated as ISLES 1. Each lesson concluded with a short quiz. ISLES 1 was piloted in the face to face sections of junior level courses.

By summer session, the College of Arts and Sciences faculty joined the work team, along with many Pitt County Schools' clinical teachers. The team began developing instructional units and accompanying content modules that teachers would teach in the fall. These units were designed with the new DPI EE3 and EE5 in mind. Following a vetting process, the units, content modules and video snippets of the actual teaching of the units will be used as instructional materials in methods courses.

Recruitment

An inventory of current recruitment strategies was taken and sixteen strategies were identified. The team worked with program areas at recruitment events planned by the Office of Teacher Education.

Curriculum Reform

The Curriculum reform team centered work in seven initiatives during Year 2: development of exemplar units, curriculum analysis, curriculum content modules, curriculum units with 5-8 lesson plans, instructional strategies integrated in the early experience and early methods teacher education courses, video examples of lessons using instructional strategies, and the Professional Library of Practice. In addition, the team planned for the activities for the summer unit writing camp.

Curriculum analysis included a survey of clinical teachers, administrators, and instructional coaches as well as school test data. The topics for the units to be developed during the summer were thus identified - topics that were challenging to teach. For the elementary grades the topics included reading comprehension, motion and force, fractions, and the North Carolina Constitution. For the middle grades the units would include reading comprehension of non-fiction, motion and force, measurement, and economics.

The instructional strategies were introduced in the elementary education, middle grades education, and special education sections of the introduction to teacher education courses. The Work was begun on writing of the procedural knowledge level for the instructional strategies (ISLES 2) and included the model lessons.

The TQP Unit Writing Camp was held which brought together classroom teachers in Pitt and Greene counties; instructional coaches from Pitt and Greene counties; content faculty from history, mathematics, science, and English in the College of Arts and Sciences; College of Education faculty with expertise in English Language Learners, technology integration, literacy, academically and intellectually gifted, and universal design for learning; and teacher education faculty from elementary, middle grades, and special education. During a month of intense collaboration the educators met at Hope Middle School in Pitt County.

The camp opened with welcoming messages from Mike Pollard, principal; Betty Beacham, Interim PI; John Swope, Associate Dean; and Linda Patriarca, Dean. The task ahead involved collaborative writing of exemplar units for elementary and middle grades on subjects that had been identified as being difficult to teach or had low proficiency ratings on the end-of-the-year tests, as identified above. The ten instructional strategies that are the focus of the grant were demonstrated in the professional development component of the camp, and subsequently were included in each of the exemplar units. Each participant also had the opportunity to go through the same declarative level online module (ISLES 1) for the TQP instructional strategies as teacher candidates do in their junior year.

Each grade level team included four classroom teachers as well as specialists in the areas of Academically and Intellectually Gifted (AIG), English Language Learners (ELL), instructional technology, literacy, and universal design for learning (UDL). Five representatives from the College of Arts & Sciences provided the content expertise. In addition, TPAC components were added to the units as models for the preservice teachers. The comprehensive units will be integrated into the procedural and conditional level online modules of Instructional Strategy Lessons for Educators Series (ISLES 2 and ISLES 3).

TQP implementation by program area and instructional strategy integration.

Implementation Sequence


Spring 2011 (face-to-face sections only) Fall 2011 (face-to-face sections only)
2123 TQP Instructional Practices Handout ELEM 2123
MIDG 2123
SPED 2123
ELEM 2123
MIDG 2123
SPED 2123
ISLES 1: Declarative Knowledge Level ELEM 3235
MIDG 3022
SPED 3005
ELEM 3235
(MIDG 3022 was not offered)
SPED 3005

Implementation Report of number of teacher education students participating

Year 2-implementation

By the end of July the units were nearing completion and the Co-PIs from the Department of Curriculum and Instruction, Kristen Cuthrell, Jamin Carson, and Karen Voytecki, added the finishing touches in preparation for their use in the elementary, middle grades, and special education classes for the 2011-2012 academic year. The modules were populated in each section of the reformed courses. Online technical help was provided as well as by appointment for face-to-face assistance, especially for video preparation for ISLES 3.

Clinical Practice

With the Greene County Schools, there were three initiatives

  • Full time instructional coach support, observations, professional development for clinical interns and clinical teachers
  • Technology and literacy facilitators
  • Summer work and Aug. & Sept. support and Professional Development for Clinical interns.

With the Pitt County Schools there were two initiatives.

  • Last year had two instructional coaches and recently hired a Technology Facilitator
  • Induction - Position for coordinator open after resignation of Dennis Teel

Induction

Greene County Schools (1) established new selection criteria for interns and clinical teachers; (2) provided mentor training for the TQP clinical teachers; and (3) provided new teacher training (which the external evaluators attended).

Pitt County Schools (1) identified a lead mentor in each school using the train-the-trainer model; and (2) provided new teacher training in August which included an introduction to the instructional strategies.

School Reform

In the Greene County Schools, each clinical teacher became a mentor for a first year teacher.

Writing of ISLES 3, the conditional knowledge level module, begun in early fall, continued. This module provided guidance for the intern to write a lesson plan, video record it while teaching, and reflect on the lesson. These documents were subsequently submitted electronically into Taskstream. Year three included minor revisions to each lesson as a result of suggestions from faculty and instructional coaches. Supporting materials were also developed for the faculty, clinical teacher, as well as the teacher candidates. Technology support was provided as interns learned to trim their videos and upload them into Taskstream.

Revised versions of the 2123 handout, and ISLES 1, 2, and 3 were made for clarity and format. The ISLES modules were distributed to each section within Blackboard. Online tech support continued to support interns in the trimming, saving, and uploading of the videos of their teaching.

Implementation Sequence


Spring 2012 (all sections)
Summer 2012 (all sections)
Fall 2012 (all sections)
2123 TQP Instructional Practices Handout
ELEM 2123
MIDG 2123
SPED 2123
ELEM 2123
MIDG 2123
SPED 2123
ELEM 2123
MIDG 2123
SPED 2123
ISLES 1: Declarative Knowledge Level
ELEM 3235
MIDG 3022
(SPED 3005 was not offered)
ELEM 3235/ELEM 3100
MIDG 3022
SPED 3005
ELEM 3235/ELEM 3100
MIDG 3022
SPED 3005
ISLES 2: Procedural Knowledge Level
ELEM 4525
ELEM 4526
MIDG 4325
SPED 4320
Not offered during summer ELEM 4550
ELEM 4525
MIDG 3010
ISLES 3: Conditional Knowledge Level
ELEM 4526
MIDG 4325
SPED 4320
Not offered during summer ELEM 4525
ELEM 4526
MDIG 4010
SPED 4300

Implementation Report of number of teacher education students participating

Year 3-implementation_Page_1

Contribution to Panel Discussion at AACTE Conference 2013

AACTE-slide4-rev

Implementation Schedule for Elementary, Middle Grades, and Special Education; and Master of Arts in Teaching.

Spring 2013 (all sections)
Summer 2013 (all sections)
Fall 2013 (all Sections)
2123 TQP Instructional Practices Handout
ELEM 2123
MIDG 2123
SPED 2123
ELEM 2123
MIDG 2123
SPED 2123
ELEM 2123
MIDG 2123
SPED 2123
ISLES 1: Declarative Knowledge Level
ELEM 3235
ELEM 3100
MIDG 3022
ELEM 3235
ELEM 3100
MIDG 3022
TCHR 6011
ELEM 3100
SPED 3005
ISLES 2: Procedural Knowledge Level
ELEM 4550
ELEM 3500
MIDG 3010
SPED 3005
SPED 3100
ELEM 3500
SPED 3005
TCHR 6011
ELEM 4550
ELEM 3500
MIDG 3010
ISLES 3: Conditional Knowledge Level
ELEM 4525
SPED 3109
Not offered during summer
ELEM 4525
MIDG 4010
ELEM 6010

openingScreen-ISLES1

Curriculum Reform

Under the leadership of Kristen Cuthrell, supportive materials were developed, including information sheets for faculty, clinical teachers, and students. Each module was revised based on feedback from instructors and instructional coaches. Essential understandings were written addressing special considerations for ELL students. Online technical support continued for interns having difficulty in trimming and/or saving their videos in preparation for uploading into Taskstream.

ISLES 1, 2, and 3 were revised during the summer to embed the documents that had been links to another server within the module in pdf format. Again, the modules were embedded within the Blackboard courses and the quizzes were a component of the Blackboard scoring system and gradebook. Additional documents of Essential Understandings were written on instructional technology. During the year Essential Understandings for literacy and universal design for learning were written by faculty and added to ISLES 1 module. These additions were included in the Fall 2014 courses.

A generic version of ISLES 3 was created for use by other program areas. Birth-Kindergarten program contributed to the creation of Instructing and Engaging Students in Learning, to provide experiences in preparation for a requirement of the edTPA, the assessment tool for teacher education.