spring 2013 newsletter
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Office of Clinical ExperiencesTRANSCRIPT
Office of Clinical Experiences
THE GLADYS W. & DA V ID H. PA TTON COLLEGE OF EDUCAT ION
Contact Us:
Athens Campus
Maureen Coon, Assistant Dean,
Student Affairs &
Academic Advising
Professional Internships in
Teaching
Debra Shaw
(Professional Internships)
119D McCracken Hall
740.593.4278
Anne Oberlin
(Pre-Primary Professional
Internships)
119E McCracken Hall
740.593.2881
Early Field Experiences
Anne Oberlin
119E McCracken Hall
740.593.2881
Kevin Rice
119D McCracken Hall
740.593.0676
Ohio University Patton College of Education Rates Highly in Board of Regents Performance Report
The Ohio Board of Regents (OBR) recently released the first annual Educator Preparation Program Performance Report, and the Gladys W. and David H. Patton College of Education (PCOE) at Ohio University earned high marks. The report uses various measures to evaluate teacher preparation programs in Ohio's 13 public universities with teacher preparation programs. Though preliminary, the report reveals several college strengths. For instance, in comparison to the other institutions with teacher preparation programs in Ohio, the PCOE is more selective, attracting students with above-average entry scores. On both tests colleges utilize to make admissions decisions, PCOE scores are consistently higher than average: 23.1 in contrast to the state average of 22.8 on the ACT and 1556 in comparison to the state average of 1188 on the SAT. In addition to academically capable incoming students, the college excels in preparing them for teaching positions. Based on a 49-question survey of Ohio University students who completed their professional internships during fall semester 2012, Ohio University students rated themselves as well prepared. On almost every measure relating to preparation, the students' rankings of the PCOE were higher than state averages. The PCOE commitment to continuous improvement is reflected in the high scores students recorded in the areas of assessment (3.54 compared to state average of 3.421), diversity (3.49 compared to 3.405) and classroom manage-ment (3.45 compared to 3.33). All three areas were previously identified by PCOE as targets for improvement in response to stakeholder feedback. Results from the OBR report show impressive signs of progress for the college. Additionally, the PCOE received high marks in the rate of students successful-ly transitioning into the teaching profession:
99 percent of PCOE students successfully complete student teaching.
94 percent pass the teacher licensure tests (data from 2010-2011).
98 percent completed the first year residency program in 2011-2012 Finally, the report suggests on the basis of available data that Ohio University graduates become effective teachers. As practicing teachers, 90 percent of PCOE graduates meet expectations or are above expectations in regards to improving student learning and 25 percent of Ohio University graduates rank above expectations in improving student learning - above the state average of 20 percent. These rates exceed state averages of 88 and 20 percent respectively. While the report marks an important milestone in the effort to demonstrate the comparative performance of teacher preparation programs in Ohio, it is still in an early phase and results should be interpreted with care. On its website, the BOR notes known limitations of the report in an effort to ensure that the data are not misconstrued. The full report is available at https://www.ohiohighered.org/educator-accountability/performance-report.
Mission Statement: To assure quality clinical experiences that support The Patton College of Education in preparing leader-educators and practitioners.
Contact Us:
Regional Campuses
Chillicothe
Karen Corcoran
(Professional Internships)
740.466.8477
Lorna Buskirk
(Early Field)
740.772.7360 ext. 116
Eastern
Kathy Chini
(Professional Internships)
740.699.2500
Lancaster
Paula Brown
(Professional Internships)
740.654.6711 Ext. 227
Jane Hart
(Early Field)
740.654.6711
Southern
Kevin Rice
(Professional Internships)
740.593.0676
Zanesville
Dave Goins
(Professional Internships)
Jon Carroll
(Early Field)
740.588.1452
McCracken Hall, Photo taken by Rick Fatica
Spring Semester 2013
Educator Preparation Program Performance Report
Petition Against the Overuse and Misuse of Standardized Tests
On Tuesday, March 12, Patton College Dean Renee Middleton announced the release of a petition against the misuse and overuse of
standardized tests, especially when employed to evaluate teachers. To date, almost 500 signatures have been collected from across
the state and the nation. This petition gives you a voice to express your feelings about the use of standardized tests to evaluate
teachers. So please do visit the Patton College website, click on the petition icon, sign the petition, and make an additional com-
ment if you are so inclined. The more signatures we collect, the greater the potential impact on Ohio legislators. The Patton College
website can be found at http://www.cehs.ohio.edu/
State Budget Hearings
On March 12, Dean Middleton, Senior Associate Dean Aimee Howley, Teacher Education Department Chair John Henning, and a
number of Ohio University faculty members joined Coalition of Rural and Appalachian Schools (CORAS) superintendents in pro-
testing the proposed state budget. In her press release after the hearings, Dean Middleton talked about the importance of equitable
funding and equal opportunity for all children across the state. Dean Middleton and other Ohio University representatives were
present when CORAS superintendents were invited back to speak to the full House budget committee on March 20 and 21st. The
Patton College continues to be highly active in supporting Southeastern Ohio school funding issues. For press coverage of this
event, please visit the following website: http://bit.ly/Y8amxy
Community Forums
A series of Regional Community Forums are being sponsored by Ohio University in partnership with four other teacher prepara-
tion institutions in Southeast Ohio. The purpose of these forums is to discuss current initiatives in Ohio, to inform the public about
the changes occurring in education, and to elicit feedback to provide to state legislators. Representatives from the Ohio Department
of Education, the Ohio Board of Education, and local schools will be present. The first forum will be sponsored by Ohio University
and is scheduled for April 18th at 6pm in the Athens High School auditorium. A second forum will be sponsored by the University
of Rio Grande and Shawnee State University and is scheduled for Tuesday, April 23rd at 6pm at Eastern Local High School in Bea-
ver, Ohio. A third forum will be sponsored by Muskingum University and Marietta College and is scheduled for 6pm on May 1st at
the Cambridge Middle School cafeteria in Cambridge, Ohio. Please do plan to attend one of these forums to voice your opinion and
to learn more about recent state initiatives.
At an earlier community forum on February 25th, 2013, Dean Middleton joined Representative Debbie Phillips, Senator Lou Gentile
and others to speak at the Athens Community Center for an event hosted by “One Ohio Now.” In her remarks, the dean spoke
about the need to support teachers, the importance of public schools, and her concerns with the 3rd Grade Reading Guarantee.
Letters to the editor
In a recent series of letter to the editor, Dean Middleton has continued to voice her concerns about recent developments in educa-
tion. In a letter entitled “The Importance of Public Education to our Democracy” published in Athens News, the dean talked about
the important role of public education in a democracy. In letters published in Cincinnati Enquirer and the Columbus Dispatch, Dean
Middleton voiced her concern with the proposed budget bill and talked about the importance of providing equitable funding to all
schools around the state. The Patton College will continue speaking out on educational issues in future letters to the editor. To
view, use these links: http://cin.ci/155DbiR http://bit.ly/ZHYz8I
Tuition Break for Ohio University Reading Endorsement
In response to the pressures the Third Grade Reading Guarantee has put on teachers, the Patton College of Education at Ohio Uni-
versity is offering a tuition break on the online Reading Endorsement program. To qualify, you must be a teacher at a school be-
longing to the Coalition of Rural and Appalachian Schools. For more information, visit this website http://www.cehs.ohio.edu/
academics/te/reading/index.htmor or contact Dr. Sara Helfrich <[email protected]>
The Patton College Speaks Out for Teachers and Schools
Co-Teaching during the Professional Internship
Extended Clinical Placements
Ohio University’s teacher preparation program continues to move to a co-teaching model during the professional in-
ternship. During co-teaching, both the mentor teacher and the professional intern are simultaneously present and
sharing joint responsibility for the classroom, including assessing student needs, planning and implementing instruc-
tion, and evaluating student performance. Even after the professional intern assumes leadership in the classroom, the
mentor teacher does not leave. Instead, both work in partnership, their instructional strategies and decisions guided
by their mutual interest in promoting student learning. This approach is distinctly different from the traditional mod-
el of student teaching, so much so that Ohio University has changed its terminology from “student teacher” to
“professional intern” to better distinguish our current approach to co-teaching from the traditional model
If you are interested in learning more about this approach, we are offering a three credit, tuition-free workshop on co-
teaching this summer. There are spots open for 23 teachers. Preference will be given to teachers hosting year long
teacher clinical experiences. For more information, please contact John Henning [email protected]
You may also see examples of co-teaching from this years workshop at the following website < http://
www.cehs.ohio.edu/cc/coteachingworkshop.htm >
As part of Ohio University’s move towards a clinically based teacher education model, we have implemented a num-
ber of programs that have year long clinical experiences. During a year long clinical experience, a teacher candidate is
placed in a semester long field experience immediately before the professional internship. The clinical experience is in
the same classroom with the same teacher as the professional internship, thus enabling the teacher candidate to be-
come more familiar with the classroom and build deeper relationships with the students.
Currently, there are three different initiatives that offer year long clinical experiences: the Senior Clinical Experiences
(for undergraduates), The Woodrow Wilson Teaching Fellowship program (STEM master’s students), and the one
year clinical master’s program (master’s students). Teachers have responded very positively to all of these programs.
Because teacher candidates develop longer and better relationships with students, they have fewer discipline prob-
lems, smoother transitions to professional internships, and the opportunity to experience the entire school year in one
setting from beginning to end. It also offers the teacher an another adult role model in the classroom, an additional
resource for planning and grading, an opportunity to provide students with more individualized and differentiated
instruction, and the potential to have a greater impact on student learning.
If you are interested in hosting a year long placement, please contact John Henning <[email protected]>