The ECU secondary reform was based on four primary goals:
The ECU TQP Secondary Teacher Education Reform began in the summer of 2012 when ECU faculty from the College of Education and the College of Arts and Sciences collaborated with high school faculty from JH Rose High School in Pitt County to form disciplinary teams that met for two summer institutes. With Pearson training and additional ECU faculty support, these teams created model curriculum units aligned with the Common Core State Standards (CCSS) and the North Carolina Essential Standards.
In fall 2012 and spring 2013, JH Rose High School partner teachers used the model curriculum units in their classrooms, and ECU Secondary Faculty introduced the models to pre-service teacher candidates in their Junior- and Senior-level methods courses. In summer 2013, secondary and support faculty at ECU, along with the high school partners, met for a third 5-day Summer iBook Institute where they learned to create multi-touch e-books using iBook iAuthor software. The secondary faculty built on the foundation of ISLES Modules (Instructional Strategy Lessons for Educators Series) created for Elementary, Middle Grades, and Special Education pre-service teachers, to develop ISLES-S modules for secondary content and methods courses. These ISLES-S (or ISLES-Secondary) Modules, developed as e-books and pdf documents, were implemented in History Education and English Education courses during fall 2013. Secondary Business Education and Math Education faculty are implementing the ISLES-S Modules in fall 2014.
In fall 2013, the ECU faculty/JH Rose High School teacher collaboration expanded to include teachers from three additional Pitt County high schools—Farmville Central, Ayden-Grifton, and DH Conley—who met for a series of iBook Institutes. Over four Saturday institutes, the collaborative teams completed development of the ISLES-S Modules and began developing new high school Model Curriculum Units. The high school teachers began field-testing elements the new model units during the 2013-2014 year, and secondary faculty used these developing units as exemplars in their university courses. At a final iBook institute in June 2014, the university/teacher teams completed development of the high school curriculum model units.
Also in summer 2014, a new secondary reform initiative focused on content literacy was launched by secondary faculty from History, English, Science, and Mathematics Education. This interdisciplinary initiative has used a collaborative approach to create a common framework in which to embed discipline-specific content literacy strategies. These literacy modules were developed and published in Weebly Education.