partnership and stakeholder evidence - ncate · partnership and stakeholder evidence ... hr...
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Partnership and Stakeholder Evidence In an effort to strengthen partnerships with the school systems where our EPP places candidates, we have designed and implemented opportunities to solicit input from stakeholders. Likewise, faculty and staff from the Office of Professional Education and program faculty actively participate in opportunities initiated by our partners. Our closest geographic partner is Wake County Public Schools, which is also one of the largest LEAs in the state. As such, the majority of our work includes this partner. Initiated during Summer 2013, the Student Teaching and Internship Group for Wake County is comprised of Wake County Central Office Administrators, Wake County School Principals, our EPP’s Assistant Director of Professional Education and Coordinator of Field Experiences, and representatives from other EPPs in the area. The purpose of this group is to create a consistent procedure for contacting schools, selecting placements, and evaluating student teachers and interns. Agendas and minutes from the multiple meetings that were held throughout the Fall semester can be found in Appendix A. Our EPP issues quarterly invitations to principals from schools where we place students in order to have an informal, ‘roundtable’ discussion about the strengths and weaknesses of our students, issues that have arisen from our placements, and things we could do to improve the process. The notes from a selection of these meetings can be found in Appendix B. The Department of Public Instruction divides the state into regions to aid with training and coordination of activities. Our EPP is located within Region 3, North Central. Approximately three times per academic year, representatives from the school systems in Region 3, charter schools, and EPPs convene to have collaborative meetings. The Office of Professional Education and other faculty within our programs are active participants in these collaborative conversations. Representatives often present initiatives and opportunities for partnership between the EPP and schools as we develop teacher candidates and support beginning teachers. For example, region representatives expressed concern about filling vacancies in high need schools. Our EPP developed a presentation to outline the ways in which the NC Teach program can be used to bolster this pipeline and help meet the needs of area schools. The agendas and minutes from a selection of these meetings can be found in Appendix C.
Our mission is to retain and recruit a diverse population of highly qualified educators and provide comprehensive support systems that ensure learning and success in the 21
st century.
PURPOSE/CONTEXT: To improve the district’s Student Teaching and Internship Program by obtaining feedback from university
partners
DESIRED OUTCOME(S): At the conclusion of the meeting attendees will have received:
1. An overview of the current Student Teaching and Internship Program
2. The opportunity to share feedback on what is working and what changes are needed to improve the
current program
3. Feedback from WCPSS principal focus group
4. Information on how the program impacts recruitment and hiring
5. A vision for the ideal Student Teaching and Internship Program
6. A list of recommendations for next steps
WHAT WHO TIME
Welcome and Introductions All 9:00-9:10
Overview of district’s student teaching program Sherri Morris
Melanie Brown
9:10-9:20
Discussion Points:
Current program- what is working well and what improvements
are needed?
Topics to consider:
– HR “paperwork” and clearance process
– School placements
– Selection of cooperating teachers
– Students’ experiences
– Feedback from principals’ focus group
– Program’s impact on recruitment and hiring
What would an ideal student teaching program look like?
University Partners 9:20-10:10
Recommendations and next steps All 10:10-10:25
Wrap up All 10:25-10:30
WCPSS STUDENT TEACHING and INTERNSHIP PROGRAM
University focus group on improving student teaching
August 22, 2013
9:00 AM – 10:30 AM
Focus Group on Improving Student Teaching (IHE) August 22, 2013
Synopsis of Discussion
Working Well
Response time from HR regarding student clearances, general questions, emails, & phone calls “Friendly Reminder” emails that clearly explain due dates, requirements, and attachments Fall due date moved to July 1 Flexibility and quick responses from HR when a crisis or special circumstance arises Great feedback from schools, especially HS Science cooperating teachers Our students regularly work with highly qualified mentor teachers Many school administrators are responsive and “hands on” Strong relationships between cooperating teachers and universities
The Program will be Even Better if…
HR provides universities with a list of the student teacher contacts at each school HR compiles a database of eligible Cooperating Teachers for each school HR compiles a database of Nationally Board Certified Teachers who can serve as CTs Schools receive a set of guidelines and best practices related to the selection on CTs Colleges and universities partner to provide cooperating teachers with consistent training
(possibly webinar or Camtasia videos) Selection and Role of Cooperating Teachers
All schools should be strategic about the teachers they select to serve as Cooperating Teachers. Not all teachers who express an interest in hosting Student Teachers are capable of being strong mentors.
Cooperating Teachers must be able to provide students with intentional, candid, and objective feedback that helps them grow.
Not all Cooperating Teachers have to have 25+ years of experience. Consider allowing teachers with 5+ years of experience to serve as CTs.
Help teachers prepare to host Student Teachers by assigning them pre-service students for a semester or two first- “test the waters.”
Placements
IHEs want students’ placements to begin on the first teacher workday, but lack of confirmed placements often makes this impossible.
Because of the uncertainty that often surrounds school staffing, it is difficult to confirm student placements.
Once placements are confirmed, it is common for teachers to be reassigned within their buildings, to transfer to different schools, or even to leave the district. When these changes happen, universities need schools to be as flexible as possible with alternate placements.
Feedback for Principals and Schools
Request WCPSS email addresses for Student Teachers and provide access to such resources as CMAPP.
Do not allow a Cooperating Teacher to keep an ineffective Student Teacher- no one benefits. Share feedback with the university supervisor and trust that the university will remove the student, if necessary.
Our mission is to retain and recruit a diverse population of highly qualified educators and provide comprehensive support systems that ensure learning and success in the 21
st century.
PURPOSE/CONTEXT: To develop a highly effective Student Teaching and Internship Program that serves
the needs of students, IHEs, and WCPSS by obtaining feedback from principals and IHE partners
DESIRED OUTCOME(S): At the conclusion of the meeting, attendees will have received:
1. Insight into the perspectives of principals and IHE partners
2. Program updates
3. Engagement in meaningful dialogue regarding the development of a mutually beneficial program
4. Spring 2013 ST Program hire data
5. An opportunity to review and share input on a draft cooperating teacher selection rubric
6. A list of recommendations and next steps
WHAT WHO TIME
Welcome and Introductions HR Staff 9:30-9:40
Agenda review/statement of purpose Sherri Morris 9:40-9:45
Updates
Fall 2013 Fast Facts
List of administrative student teaching contacts by school
Melanie Brown 9:45-9:55
Group Discussion: points to consider
Placement and clearance processes
Student access to electronic resources (email, CMAPP, etc.)
Defining and designing effective student teaching experiences
Impact on recruitment and hiring (Spring 2013 hire data)
Other
All 9:55-10:25
Cooperating Teachers
Selection/draft Rubric (review, feedback, and discussion)
List of CTs by school
Training
All – breakout groups 10:25-11:05
Issue Bin: Other topics for consideration All 11:05-11:15
Next Steps All 11:15-11:25
Wrap up Sherri Morris 11:25-11:30
WCPSS STUDENT TEACHING and INTERNSHIP PROGRAM September 25, 2013
combined focus group on improving student teaching 9:30 AM – 11:30 AM
Focus Group on Improving Student Teaching July 11, 2013
Synopsis of Discussion
Process HR’s responsibility for the clearance of all students is working well…makes the process “cleaner.” Schools are receiving many high quality student teachers Remind universities that all placement requests must come through principal (or designated AP) Schools continue to receive too many random requests
§ Students may not contact schools, principals, or teachers. § Professors and university placement contacts may not contact teachers directly.
Selection and Role of Cooperating Teachers
Provide principals with consistent guidelines for selecting effective cooperating teachers § Strong test scores and EVAAS scores § Reflective; Willing and able to “give up” classroom to a Student Teacher § Strong communication skills; ability to have crucial conversations § Ability to provide Student Teacher with authentic feedback and suggestions for growth § Committed to helping Student Teacher gain experience in all aspects of school program,
not limiting experiences to a single classroom § Provide instruction and experiences with important initiatives:
LEP/SPED/AG/RTI/PLC/Common Core/Progress Monitoring/Extra-curricular/IEP Meetings/
Feedback for University Partners
Follow the established WCPSS process and hold students accountable for following it as well. § Don’t contact teachers directly § No student may call anyone directly
Begin students’ placements on the first teacher workday – the most successful Student Teachers are present on Day 1.
Strengthen preparation programs so that student teachers (and beginning teachers) are prepared for real world classrooms
§ Too many students are prepared to teach to the middle § Schools need teachers who understand how to differentiate instruction for students at,
above, and below grade level. § More emphasis is needed on how to teach LEP and SPED students § Require elementary students to complete field placements and student teaching in a
variety of grade levels; Placements must be university-driven, not student-driven Principals want more interaction with student teachers and university supervisors
§ Open two-way communication § Stop by or schedule time to talk with principal when visiting schools § University supervisors must feel comfortable and share feedback with principals § Provide principal with feedback early on. § Don’t allow a Student Teacher to remain in an ineffective placement. Let principals know
about issues so they can be resolved or the placement can be changed Volume of Requests
Principals want student teachers! § Number of requests schools can accept fluctuates depending on stability of staff § No for one semester does not mean no forever; University contacts can call back again § Spring testing means an extra body in the classroom during preparation; can be benefit
Focus Group on Improving Student Teaching July 11, 2013
Synopsis of Discussion
The Ideal WCPSS Student Teaching Program Students would complete their final pre-service placement in same school, and if possible, in the
same classroom where they will student teach All students begin placements on 1st teacher workday Increased number of male and minority Student Teachers Increased number of Special Education Student Teachers Increased collaboration between university supervisors, principals, and cooperating teachers Two-way communication between university and school; Trust Student Teachers come back to school to assist with EOGs Universities place only student teachers who are interested in seeking employment with WCPSS Student Teachers are invested in entire school program, not just their assigned classrooms Cooperating Teachers strategically facilitate opportunities for Student Teachers to interact with
other teachers in the school and to “plug in” to school activities Students treat the Student Teaching experience as a job interview that begins the minute they
arrive on campus Early contract offers provided for Student Teachers so the district does not lose strong candidates
Focus Group on Improving Student Teaching July 11, 2013
Synopsis of Discussion
Next Steps
Action Who Target Date Host focus group with student teaching contacts from local universities
§ Meredith College § North Carolina Central University § North Carolina State University § Shaw University § St. Augustine’s University § University of North Carolina- Chapel Hill)
Sherri and
Melanie
Early August 2013 (Many university faculty members do not work in July.)
Host combined focus group - principals and local university contacts
Sherri and
Melanie
Late August/Early September 2013
Develop a common rubric: Dispositions and Expectations Effective of Cooperating Teachers (distribute to principals)
Sherri based on feedback
from focus
groups
October 2013
Create a “Best Practices” rubric for Cooperating Teachers (distribute)
Sherri based on feedback
from focus
groups
December 2013
Contact Universities directly to recruit SPED student teachers
Sherri and
Melanie
The Strategic Selection of Mentors (Including Cooperating Teachers and Internship Supervisors)
Recommendations for WCPSS Principals I. Step 1 (required): YES responses required for statements 1-‐4 YES NO 1. The teacher has a minimum of 3 years successful teaching experience. 2. The teacher successfully demonstrates competencies on NC Educator Evaluation System.
3. The teacher is Highly Qualified and licensed in the intern’s curriculum area. 4. The teacher spends at least 50% of his/her day teaching in the intern’s curriculum area.
NO responses required for statements 5-‐6 5. The teacher is a Beginning Teacher (BT-‐1, BT-‐2, or BT-‐3) 6. The teacher currently supervises a student teacher or intern. Teachers who meet the above criteria satisfy the minimum standard for selection as cooperating teachers. Principals are strongly encouraged to consider the dispositions of effective cooperating teachers and to approve teachers who score highly on the following rubric as mentors for student teachers. II. Step 2 (highly recommended): Instructional Practice YES NO The teacher delivers effective instruction that is based on the collection and analysis of student performance data.
The teacher has consistently positive EOG/EOC, MSL, and/or EVAAS data. The teacher consistently earns positive teacher evaluations. The teacher has a documented record of success with learners who are academically, culturally, and/or socio-‐economically diverse.
The teacher utilizes 21st century instructional strategies in his/her daily lessons.
Coaching and Mentoring The teacher has been formally trained as a mentor. The teacher possess strong relationship and communication skills. The teacher is capable of sharing feedback about the student teacher’s performance that is objective, honest, and specific.
The teacher is capable of relinquishing control of the classroom to an intern. The teacher is open to implementing new ideas in the classroom. Leadership and Professionalism The teacher consistently establishes positive professional relationships with students, parents, and colleagues.
The teacher is a team player who frequently collaborates with colleagues in a variety of grade levels.
The teacher actively contributes to his/her assigned PLT(s). The teacher consistently models professional appearance, speech, and behavior.
The teacher holds leadership roles within the school.
Selected Outcome: Data and information from these partnership activities are disseminated through CEPC and PEF meetings at our EPP. From this initiative, the timeline below shows the progression of one of our EPPs major initiatives and through this process:
Spring 2010 • Programs revisioned to include a year-‐long student teaching placement.
Fall 2010 -‐ Spring 2011 • First year-‐long placements initiated. Students considered =ield experience during Fall semester and Student Teachers during Spring semester.
Summer 2013 • Wake County Student Teacher and Internship Focus Groups initiated. Student Teachers recognized as such for both Fall and Spring Semesters.
Fall 2013 • Field Experience faculty met and determined revised process to align with county expectations.
• Revised process presented to PEC and CEPC for feedback and revisions.
Spring 2014 • SAGE revised for new recognition of student teachers. • Students start applying for 2014-‐2015 placements using new process.
APPENDIX B PRINCIPAL MEETING MINUTES
March 19, 2013: Schools in Attendance Garner High Cary High Dillard Middle
● Background of college - change the culture in the college (setting high standards, meeting your needs, etc.) If we are not meeting your needs then we are not being productive.
● Changes coming down the line :
1) Teacher prep under fire, NCTQ - if you get a C you are lucky. We get marked down because we do not tell schools who our teachers should be with. That impacts our accreditation. 2) NCATE is going away and TEAC, but CAEP is coming down. Standards are far more rigorous than what we have previously seen (most angst - minimum 3.0 GPA for admission to teacher ed - currently at 2.5. Expect cohort scores will be in top ⅓ for all test takers in college. Average SAT right now would be about 1140. We were 1260 so that does not bother us too much. with GPA analysis, we would lose about 10% of our candidates. That 10% would turn into 5% once students realize it).
Other controversial piece - tying value add scores back to preparation. NC has already done that - we get first report this year - go back 3 years.
Another piece - Clinical component. We do not have MOU’s with school systems. CAEP is expecting we will have more formalized agreements with school systems on what we mean by partnerships.
3) moving into edTPA. We know there is a challenge with the video segments - going to meet with counties about it. Going to need folks to help evaluate these items. Probably not be able to pay, but could offer CEU’s and standard 5 leadership in profession. We will definitely be looking for folks to do that. Issue we are concerned about is video taping in the classroom. The state may put a position out on it because 7 institutions are piloting it which prepare ½ of the teacher candidates in the state.
● What we are really interested in hearing from you about your experiences, positive and
negative, changes, non-productive, etc? Cary High - Recording in the classroom - possibly ways to get around it. Surprised that more did not volunteer to do it. Possibly looking for ideas to encourage them to take on.
● Ones they do get are fantastic. Students are gung ho and ready to go for whatever they do. HIre many right out of student teaching. Had one that chose not to complete. Not necessarily ready to be a teacher. Issues are found in classroom management - sometimes. I don’t want to be mean - or firmness - needed. We see less of the classroom management.
By and large, administrators are okay with it, but we get the pushback at the county level. Administrators surprised that we had issues with student teachers. Hard to prepare students for student teaching. We push it more to preparing rigorous lessons.
● Common Core - One of the writers in common core math was on our faculty. We started the year before it was formally adopted. Some issues with standards (Math is strong with the standards). ELA are more exposed rather - better at teaching 21st Century skills, technology pieces. Math can hit the ground running - in a PLT they are engaged in the discussion. They have smaller learning curves.
● ELA needs to beef up and the history folks.
● Late April/Early May - we will send out survey to compare our students to other student
teachers.
● Collaborate with other institutions. Garner - facilitator. Gatekeeper. Want to make sure that if we get a student teacher, that we get someone who is appropriate. Generally okay if department chair approves. Impressed by candidates.
● Cary used to do their own student teacher academy. At one point they would have 50 student teachers in their school. Their AP would run an academy. You have the latitude to do what you want with the student teachers.
● New evaluation instrument is going to pressurize from teachers. ● MAT vs. Undergraduate students. ● Address non-Math at middle school level (solid B’s). They are prepared just not the best
prepared. Thumbs up to math.
● Do we have a mid-way point instrument to give feedback from cooperating teachers to supervisors? We are going to work on observation protocol for the unit.
STEM education is defined by 3 things: 1) integrated across all subjects - including humanities. 2) whole-child development (Socractic seminars, career exploration, job shadowing, etc.). 3) other ways to present information - flipped classroom, etc.
PGU’s - non credit bearing experiences for undergraduates. March 21, 2013: Schools in Attendance Exploris Middle School Franklin County Schools Human Resources Granville County Schools Human Resources Background of college -
● change the culture in the college (setting high standards, meeting your needs, etc.) ● If we are not meeting your needs then we are not being productive.
Changes coming down the line
● Teacher prep under fire, NCTQ - if you get a C you are lucky. ● We get marked down because we do not tell schools who our teachers should be with.
That impacts our accreditation. ● NCATE is going away and TEAC but CAEP is coming down. Standards are far more
rigorous than what we have previously seen (most angst - minimum 3.0 GPA for admission to teacher ed - currently at 2.5.
● Expect cohort scores will be in top ⅓ for all test takers in college. Average SAT right now would be about 1140. We were 1260 so that does not bother us too much.
● With GPA analysis, we would lose about 10% of our candidates. That 10% would turn into 5% once students realize it.
● Other controversial piece - tying value add scores back to preparation. NC has already done that - we get first report this year - go back 3 years.
Another piece - Clinical component. We do not have MOU’s with school systems. CAEP is expecting we will have more formalized agreements with school systems on what we mean by partnerships. 3rd big thing - moving into edTPA.
● We know there is a challenge with the video segments - going to meet with counties about it.
● Going to need folks to help evaluate these items. Probably not be able to pay, but could offer CEU’s and standard 5 leadership in profession.
● We will definitely be looking for folks to do that. Issue we are concerned about is video taping in the classroom.
● The state may put a position out on it because 7 institutions are piloting it which prepare ½ of the teacher candidates in the state.
What we are really interested in hearing from you about your experiences, positive and negative, changes, non-productive, etc?
● Concern about preparing students for the EOGs. ● Co-teaching model ● Students not knowing the common core. Literacy placements - middle grades. ● Student teachers and the type of placement - non traditional environments ● Granville county is one to one - preparing students to work with that. ● Could we offer CEU’s for the training?
Exploris - Math and Science placements, they would like more placements in things other than humanities
● Schools wanting a check-in meeting with supervisors ● Menu of requirements for each level of experience (by content) ● Check contact list to ensure everyone is on there. ● LIcensure at the end of year 3 if they are not proficient or higher WHAT DO WE DO?
Qualified observer - SENATE BILL FILLED THIS YEAR Filed on the 19th SEnate bill 316
If students start in Granville county - they can have access to the stuff Wiki - Educator evaluator tool, Common Core in DPI wiki Granville has video form to see if their form will work for them. October 11, 2013: Schools in Attendance Garner Magnet High School Millbrook High School Middle Creek High School Wake Leadership Academy for Girls Enloe High School Reedy Creek Middle School Dillard Drive Middle Ligon Middle School Apex Middle School Davis Drive Middle School Agenda: - Student Teacher Expectations - edTPA Review - Feedback
- Arrangement of placements - Preparation of STs/Teachers - Experiences - Other - Shared handouts from CT/ST/US Training to explain expectations and the edTPA. HS Principals:
- Principals are wanting contact earlier (i.e., beginning of spring semester, February or March) so that they can start planning and asking for cooperating teachers. Getting into May is too late and teachers are not thinking about hosting.
- Would appreciate at least the number of placements as early as possible. - Programs need to emphasize literacy in all areas. Testing is showing that literacy is low so all teachers need to be teaching reading. - Be a part of the community, show up for extra stuff - especially the non-revenue sports). - Make themselves known to administration. Students should schedule a meeting to introduce themselves and keep the administration abreast of what they are doing.
- Principals talked about providing an orientation with students teachers. They would like to do this, but it hasn’t necessarily happened yet.
- Work with student teachers about how to introduce themselves to the principal, and how to introduce themselves to students.
- Engage student teachers in parent/teacher conference process - Intervention strategies (different types in classroom - what doing when not a
students are on the same level) MS Principals: - Principals appreciate good working relationship - Quality of candidates is higher (especially math/science from NC Teach) - Difficult for schools to take STs because they have a large number of BTs - Our students are problem solvers - Love the idea of assessment course (i.e., breaking down data and using it) - Our students do well with the interviews (they have something to talk about - not
just theoretical but able to talk about the practical). Our students are rich in experiences. - They are wanting more of our graduates. - Disadvantages of study abroad:
- Had ST who was not ready to go. Told the University Supervisor, but nothing was done. What do we have in place to ensure they have all skills before they go abroad? We need to make sure we let the administration contact know who is going ahead of time.
- Administration wants more contact with the university supervisors. They would like time to meet with ST and without the ST.
- When requesting placements, remind the school of which tracks align with programs.
MOVING FORWARD: 1) Implement early placement process in the Spring. 2) Meet with ELM to determine process for year-round placements. 3) Work with study abroad for students going abroad (What is process if they are
not prepared to go? How do we communicate with US to ensure they are prepared?) 4) Others? February 6, 2014: Schools in Attendance: Middle Creek High School Wake Early College High School (Health and Sciences) Wakefield Middle School Carnage Middle School Dillard Drive Middle school North Garner Middle School East Wake Middle School
● What is working and what is not? 1) Wake Early College – Different kind of schedule so students do not get the outside the classroom management. Mirror Wake Tech schedule – sort of modified. Unique challenges. Same calendar as the Vernon Malon HS – Leadership with St Aug. Very diverse population. 75 students a year. 75% left last year with Associates and Degree. Is there an inventory for the type of school they want to be at? SAGE Application 2) Getting more observers working with mentor teachers. 3) Send the list of the courses and descriptions needed. What they are learning in the class so that they can see teachers who are strong in specific areas? 4) RTI Process – what do those classroom interventions looks like? Not wanting student teachers to be overwhelmed with the process. Documentation process and how to manage that documentation. 5) Identify a student and working with that student for a student to be successful in that course. 6) Anything in special education? 7) Dealing with the A/B schedule for observations at Broughton, Millbrook, Wake Early colleges and leadership schools.
*** Student teaching abroad – students need to take on the entire load before they go for at least 3 weeks. Students go back after the end of the trip. Well: Quality Organized, ready to learn and ready to jump in. Take feedback well. Energetic Willing to start new initiatives Technology skills Taking on leadership in PLTs and teaching others Work on: Hope they finish the program come out as their own. Take some things that are good and leave behind what they don’t like. Make a list of what they like/don’t like from CT. Strategies they would make and use. Placement Piece – happy with the teachers they are receiving. Needs to go through AP. Reiterate to faculty and students. Feedback goes both ways!
EDUCATOR EFFECTIVENESS DIVISION REGIONAL EDUCATION FACILITATORS
Northeast: Sonya Rinehart | Southeast: Kay Thompson | North Central: Erika Murphy-Newkirk South Central: Martha Anderson | Central: Cindi Rigsbee
Southwest: Karol McNeil-Horton | Northwest: Dr. Monica Shepherd | West: REF Region 8
AN EQUAL OPPORTUNITY/AFFIRMATIVE ACTION EMPLOYER
Collaborative Conversations between IHEs and LEAs
Date: November 15, 2013 Location: Meredith College 3800 Hillsborough Street Raleigh, NC 27607
The Oak Room
Agenda Topics • Best practices: Online Mentor Logs-‐“Getting the data you need” • Mentor evaluation and effectiveness • BTSP Policy and BTSP Plan revisions • LEAs will share strategies to aid struggling BTs • IHEs will share strategies to aid struggling preservice teachers
• Looking ahead: spring recruitment and opportunities for collaboration
• Regional updates from LEAs • Regional updates from IHEs • Discuss regional questions/concerns from IHEs and LEAs
We hope that you (or a representative from your IHE or LEA) will be able to attend. Our collaboration is vital as we continue to prepare our preservice teachers and support our beginning teachers!
Please RSVP to the Regional Education Facilitator in your region!
All meetings begin at 9:00 AM and end at noon. We will see you there! J
EDUCATOR EFFECTIVENESS DIVISION
REGIONAL EDUCATION FACILITATORS
Northeast: Sonya Rinehart | Southeast: Kay Thompson | North Central: Erika Murphy-Newkirk
South Central: Martha Anderson | Central: Cindi Rigsbee
Southwest: Karol McNeil-Horton | Northwest: Dr. Monica Shepherd | West: Amy Laughter
AN EQUAL OPPORTUNITY/AFFIRMATIVE ACTION EMPLOYER
Collaborative Conversations between IHEs and LEAs
Date: February 21, 2014 Location: Barton College
704 College St NE, Wilson, NC 27893 Ragan Writing Center
Agenda Topics
Formative Assessment: “Moving Our Programs Forward” o Information and Updates from NCDPI: Office of Early Learning o Formative Assessment Practices of LEA BTSPs o Formative Assessment Practices of IHE SOE programming
NC FALCON Regional updates from LEAs Regional updates from IHEs Discuss regional questions/concerns from IHEs and LEAs
Please come to the meeting prepared to share how you use formative assessment to inform your program planning and improvement at the LEA or IHE level! Each institution and organization will have the opportunity to share, so bring your surveys or any other artifacts that you use to improve your programs. Our goal is to share best practices and learn from each other.
We hope that you (or a representative from your IHE ,LEA or organization) will be able to attend. Our collaboration is vital as we continue to prepare our preservice teachers and support our beginning teachers! Please RSVP by February 12th! We will begin at 9:00 AM and end at noon.
See you there!
EDUCATOR EFFECTIVENESS DIVISION REGIONAL EDUCATION FACILITATORS
Northeast: Sonya Rinehart | Southeast: Kay Thompson | North Central: Erika Murphy-Newkirk South Central: Martha Anderson | Central: Cindi Rigsbee
Southwest: Karol McNeil-Horton | Northwest: Dr. Monica Shepherd | West: Amy Laughter
AN EQUAL OPPORTUNITY/AFFIRMATIVE ACTION EMPLOYER
Collaborative Conversations between IHEs and LEAs
Date: April 25, 2014 Location: Duke University, Durham, NC Bryan Center, Von Canon Room
More logistics coming soon!
Agenda Topics • Recruitment and Retention
o Information from NC INSPIRE Program o Information from Teach for America Program o Information from RALC o Information from VIF Program
• IHEs and Innovative Recruitment Strategies o Information from North Carolina Central University o Information from NCTEACH at North Carolina State University
• Regional updates from IHEs and LEAs • Discuss regional questions/concerns from IHEs and LEAs
We hope that you (or a representative from your IHE or LEA) will be able to attend. Our collaboration is vital as we continue to prepare our preservice teachers and support our beginning teachers! Please RSVP to Erika M. Newkirk @ [email protected] by
Tuesday, April 15, 2014!
All meetings begin at 9:00 AM and end at noon. We will see you there! J