a hybrid model to teacher certification - hollar

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  • 1. A Hybrid Model to Teacher Certification COHERE Conference 2013 Jesslyn Hollar, Central Washington University

2. Context: the University Central Washington University (CWU) location CWU general enrollment (2011-2012) 10,750 Largest teacher education program in WA Branches of teacher education o o o oUndergraduate and traditional post-baccalaureate education programs Alternative post-baccalaureate education program Graduate Degree Programs Online Graduate Degree Programs 3. Alternative Pathways to Teaching Program approved in 2011 by the Professional Educator Standards Board (PESB). Fills need for: 1. Certified teachers in high-need areas in WA a. b. c. d. e.Special education Science Mathematics English Language Learners Additional subjects as determined by school district2. Certified teachers in rural schools in WA 4. Alternative Pathways to Teaching Employs hybrid instructional delivery model: 1. Two week in-person academy prior to start of internship. 2. Year-long internship with a mentor teacher in a classroom. 3. Online course work concurrent with internship. 5. About the Students In order to be admitted to the APT program, students must hold at minimum a Bachelors degree from a regionally-accredited institution. Most students entering the program tend to be older and educated. Many are completely new to the teaching profession and have been working in other careers. Some have been working in the schools as instructional aides or substitute teachers. Younger applicants tend to have majored in something other than education in college and have decided to become teachers. They may have little to no professional work experience. 6. Student Make Up AgeEthnicity14 Black12 10 8Number of Students6 4White Asian2 50-5940-4930-3920-290Hispanic/ Latino 7. Student Make Up Education LevelBA or BS MA or MS Ph.DChildren and Gender Even split between those with children and those without. Relatively even split between gender with 21 women and 17 men. 8. Program Growth Number of Students 25 20 15Number of Students10 5 0 2012-2013 Cohort2013-2014 Cohort 9. Certification Areas 2012-2013Special Education Science MathEnglish Language Learners World Languages English Language Arts 10. Certification Areas 2013-2014 Special EducationScienceMathematicsEnglish Language Learners 11. Program Outcomes 12Moved out of State10In Progress148 Not Yet Certified but Teaching6 4Certificated with Teaching Position2 0 2012-2013 Cohort 12. Instructional DeliverySummer Academy Internship Online Coursework 13. Instructional Delivery Summer academy o Held in Ellensburg, WA for two weeks in July o Series of seminars taught by faculty from the Center for Teaching and Learning at CWU, focusing on: Classroom Management Lesson Planning English Language Learners Multicultural Education Exceptional Learners Education Law Teaching Methods Assessment o Students interact with faculty and peers face-to-face. o Students prepare to enter internship in the schools. 14. Instructional Delivery Internship o In the majority of cases, students spend a year working alongside a mentor teacher. o In some cases, students complete their internship while working Para-educators/instructional aides Under conditional/emergency licenses o In both cases, students receive a salary or wage but are further removed from working closely with their mentor teacher. o Students spend the first quarter observing, second quarter observing and practice teaching, third quarter teaching one section or prep, and fourth quarter in their student teaching experience. o Students are observed at least four times by field supervisors from CWU. 15. Instructional Delivery Online Course Work o First Quarter: Observation logs surrounding various topics related to teaching Uploaded to LiveText platform Reviewed by APT director Feedback provided o Second Quarter: Review of Case Studies related to teaching Critical response to case studies Drafting and development of own case study Videotaped Instruction and peer workshop via Google Hangouts o Third Quarter: Focus shifts to capstone assessment - edTPA 16. Online Tools Blackboard is main repository for resources o Folders related to each summer academy topic with resources o Videos related to teaching practice LiveText o Primary space for submitting assignments and receiving feedback on assignments. Google Hangouts and Google Voice/Video Chat o All students required to hold a google email account with access to google hangouts and voice/video chat o Office hours completed via google voice/video chat o Candidates can also talk with peers via this format as well, allowing for easy, free space to communicate face-to-face. 17. Benefits Candidates are able to complete course work long distance. Candidates are able to complete internship in their home communities. Program is competency-based, allowing early exit once all competencies are met. Low cost of education for candidates (~$12,000) On paper, program seems to offer an efficient (read quick), easy, and cheap way to obtain a teaching license. 18. Drawbacks Lack of face-to-face contact with knowledgeable CWU faculty (aside from summer academy) and fellow cohort. Older population who might not be as technologically proficient deals with a very different learning system than they have experienced before. More difficult to assess teacher candidate dispositions. Individualized program of study prevents in-depth engagement with peers. 19. Addressing Drawbacks Google Hangouts National Board Certified Videos Video Observations Google Chat during office hours 20. Moving Forward Necessary to improve rigor so that candidates are as prepared as can be before entering profession. Address how to measure candidate dispositions in online format. There might need to be some focus on teaching how to use the technology in the summer academy as google hangouts and LiveText create issues for those less familiar with the technology. Creating stronger balance between the three components (internship, summer academy, online course work). 21. Questions?