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TI.4.b – Rationale for and evidence of changes in TI implementation

Refinements to the Pirate CODE

We do not deem the changes noted below as significant, rather we view them as refinements to the original TI/Pirate CODE submission. The refinements reflect the evolution of the Pirate CODE innovations and the increased research capacity of lead faculty involved with Pirate CODE innovations.

1. Shift in the R&D language used to describe the stages of implementation.

Figure 3 in the original ECU TI Proposal, the Pirate CODE, outlined a five-step research and development (R&D) methodology from problem analysis through adoption. While the language used in this model aligns with the research literature, it lacked stamina as the Pirate CODE components were developed and implemented. Faculty were led by the College of Education dean to use a language of implementation which differed from the R&D methodology language. This became the common implementation language among the faculty and is now a part of the faculty’s lexicon as they converse about the Pirate CODE.

Additionally, the Pirate CODE elements were originally called “projects,” or “components,” or even “project components.” As implementation continued, the faculty settled upon referring to the Pirate CODE projects as “innovations.”

The changes highlighted in the table below reflect the original implementation language used at each step of Pirate CODE innovation implementation and study and the current implementation language.

Original TI Language Current TI Implementation Language

Problem Analysis Squishy Pilot

Protoype Design Formal Pilot

Field Test and Iterative Refinement Refinement & Expansion

Summative Evaluation Scale Up

Component Adoption with Evaluation Monitoring Impact and Reflective Studies

2. Pirate CODE Innovation Changes

Changes in Proposed Major Research Questions

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Pirate CODE Goals and Objectives Proposed Major Research Revised Major Research

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http://www.ecu.edu/cs-educ/oaa/ncate/upload/ECU_NCATE_TI_Proposal_Final_6-19-2013.docx

Innovation Questions Questions (as of May 2014)Introductory Clinical Observation for Novice Observers/Video Grand Rounds

Develop and validate a structured observation protocol using video segments prior to field experiences

Will the incorporation of classroom video segments for observation in conjunction with an observational guide result in higher quality classroom observations and student course satisfaction than the traditional unstructured observation process in the current ELEM 2123 course?

1. Is there a difference between teacher candidates’ observations skills and knowledge transfer from video observation to observations in the field when candidates are exposed to the VGR (incorporation of classroom videos for observation, structured observation protocol, in-class debriefing conversations) model?2. How do opportunities to observe, reflect upon, and discuss videos of classroom interactions affect teacher candidates’ observations of and reflections on local classroom interactions? 3. In what ways do observation skills and knowledge transfer from VGR (incorporation of classroom videos for observation, structured observation protocol, in-class debriefing conversations) to non-structured observation events?

ISLES Instructional Strategies Modules

Design a series of online modules to increase knowledge of select, research-based, instructional strategies

How effectively do interns apply ISLES instructional strategies in authentic classroom settings?

1. What elements comprise fidelity of implementation measure?2. To what extent, if any, can fidelity of implementation measures be validated?3. What practical challenges are inherent in implementing fidelity measures?4. What is the fidelity of implementation regarding the ISLES (ISLES 1,2,3) module series?5. Do candidates appropriately utilize ISLES strategies?6. To what extent, if any, is the candidate performance on ISLES 3 predictive of edTPA

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Task 2 performance?7. To what extent, if any, is the edTPA predictive of positive student achievement (VAM)?8. What is the variation of edTPA performance in relation to the fidelity of ISLES implementation?

edTPA Preparation Modules Integrating ISD-Development Strategies

Incorporate edTPA-relevant instructional development strategies leading to effective edTPA module design and implementation

Were candidates able to display mastery of and incorporate the series of ISD strategies in effective simulated and actual edTPA tasks?

Not applicable.

Clinical Internship Observation Model Support with Instructional Coaches

Provide coordinated support for enhancing clinical internship effectiveness using a coaching model

What impact does the instructional coach have on the pre-service teacher’s ability to effectively use the TQP instructional strategies?

(1) Do ECU graduates that received instructional coaching impact student achievement at higher rate than ECU graduates that did not receive coaching? (2) Do ECU graduates that received instructional coaching returrn for a second year of teaching at a higher rate than ECU graduates that did not receive coaching? (3) What impact does instructional coaching have on the use of effective instructional practices in the clinical internship?

Clinical Internship Model for Coordinating Clinical Support and Professional Development

Develop a professional development model to link and clarify the roles of clinical teachers, university supervisors, and instructional coaches during the internship

What impact does the revised professional development model have on the clinical internship model? Does professional development increase the ability to effectively support interns?How effective is the internship coordination of the roles of communication between clinical teachers, university supervisors, instructional coaches, and faculty?

(1) What components are necessary for on-line training modules for CTs and USs tobe effective? (2) Given limited financial support, what configuration of support teams for teacher education candidates is most effective and plausible?

Clinical Internship Experiment with Of the co-teaching models (1) Is there a difference


Experience Co-Teaching Model

different co-teaching models to optimize teacher candidate learning

being implemented, what differences exist in the teaching ability of the participants as compared to traditional placements?

between the student achievement of K-12 students placed in co-teaching classrooms from the student achievement of K-12 students not placed in co-teaching classrooms? (2) Is there a difference between the readiness to teach of candidates placed in c-teaching classrooms from that of students not placed in co-teaching classrooms? (3) Which model of co-teaching (2:1 or 1:1) has greater impact on K-12 student learning? (4) Are teacher candidates who are prepared using the co-teaching model more collaborative than teacher candidates prepared in the traditional model? Are there difference between the collaboration of 2:1 teacher candidates and 1:1 teacher candidates? (5) How does co-teaching impact the teaching efficacy of candidates? (6) How well does the teacher candidate that co-taught during the internship perform the first year teaching solo in the field?

edTPA Administration

Develop a replicable model for edTPA implementation to improve candidate readiness, consistency of instruction, and inter-rater reliability

Was the edTPA administrative model successful in implementing the edTPA summative portfolio, collecting the necessary data, and the scoring candidate performance?

1. How can the fidelity of edTPA implementation be improved?2. To what extent does performance on the edTPA predict student achievement of beginning teachers?3. What is the relationship between local evaluations and national scores?4. Is candidate performance on embedded signature assessments predictive of performance on the edTPA?5. What is the effect of pathway on edTPA performance?


2.b. Status of Innovation Implementation

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Pirate CODE Innovation Goals and Objectives Significant Changes in Component (as of May 2014)Introductory Clinical Observation for Novice Observers/Video Grand Rounds

Develop and validate a structured observation protocol using video segments prior to field experiences

The VGR Model will continue in the same format for another year with additional data collection for research as new programs pilot VGR in an online setting and in the k-12 licensure area.

ISLES Instructional Strategies Modules

Design a series of online modules to increase knowledge of select, research-based, instructional strategies

The ISLES modules will continue in the same format for another year with additional data collection for research. Faculty training will be offered online. Fidelity of implementation will be studied.

edTPA Preparation Modules Integrating ISD-Development Strategies

Incorporate edTPA-relevant instructional development strategies leading to effective edTPA module design and implementation

This innovation did not move beyond the formal pilot phase in Fall 2013. The significant change here is that the edTPA Prep Modules are no longer an innovation in the Pirate CODE.

Clinical Internship Observation Model Support with Instructional Coaches

Provide coordinated support for enhancing clinical internship effectiveness using a coaching model

Clinical Internship Support with Instructional Coaches ends in 2014, Year 5 of TQP Grant funding.

Clinical Internship Model for Coordinating Clinical Support and Professional Development (CODE PD)

Develop a professional development model to link and clarify the roles of clinical teachers, university supervisors, and instructional coaches during the internship

We recognized the benefit of employing instructional coaches to support the development of teacher candidate interns. Due to financial constraints, however, the position of instructional coach will not continue. Discussions were held to consider how university supervisors’ positions and work could be reconfigured to envelop the work of instructional coaches.

Clinical Internship Experience Co-Teaching Model

Experiment with different co-teaching models to optimize teacher candidate learning

The Co-Teaching Model will continue in the same format for another year with additional data collection for research. Co-Teaching training will be offered online.

edTPA Administration Develop a replicable model for edTPA implementation to improve candidate readiness, consistency of instruction, and inter-rater reliability

2.c. Assessment of Specific Project Component Feasibility and Outcomes

Add up to 500 characters here to reflect changes in Data Collection at the different phases of implementation - which data collection measures materialized? which didn’t? which changed?

Following Table 2, this section details the major forms of data used in the development and validation of each project component across the four Phases of the R&D development process. Phase 5 data collection will consist of the same forms of data as Phase 4.


Table 6: Specific Research on Practice Model Project Component Outcomes and Feasibility

Table 6: Specific Research on Practice Model Project Component Outcomes and Feasibility

Project Code

Project Component Goal Major Success Indicators Research Data Collection

1 Introductory Clinical Observation for Novice Observers/Video Grand Rounds

Develop and validate a structured observation protocol using video segments prior to field experiences.

More coherent observation reports of video and classroom observations and more focused follow-up discussions (vs. controls).

Phases 1-2: Interviews/ surveys of education professionals re: Adequacy of the modelPhases 3-4: Participant student observation reports and discussions; comparison of participant student observation reports vs. comparison students.

2 ISLES Instructional Strategies Modules

Design a series of online modules to increase the declarative, procedural, and conditional knowledge of selected instructional strategies.

Assessment of student mastery of procedures for using TQP teaching strategies within teacher education coursework tests in combination with evaluation of effectiveness of classroom use of strategies as evaluated by faculty, university supervisors, and clinical coaches.

Phases 1-2: Interviews/ surveys of educational professionals re: Adequacy of the modelPhases 3-4: Student performance on course-tests; proficiency in implementing strategies in classroom settings; interviews/surveys of participant students and clinical support professionals re: Student classroom performance.

3 edTPA Preparation Integrating ISD-Development Strategies

Incorporate edTPA-relevant instructional development strategies leading to effective edTPA module design and implementation.

Assessment of student mastery of procedures for using the ISD-development strategies for TPA-focused instruction within core teacher preparation coursework using both tests and applications applying the ISD development strategies.

Phases 1-2: Interviews/ surveys of educational professionals re: Adequacy of the modelPhases 3-4: Student performance on course-tests; proficiency in developing and field-testing multi-lesson instructional (teaching) sequences; interviews/surveys of participant students and clinical support professionals re: Student course-test achievement and classroom performance.

4 Clinical Internship Support with Instructional Coaches

Provide coordinated support for enhancing clinical internship effectiveness using a coaching model.

Evaluation of the feasibility and effectiveness of the observational model during internship based on observational data and complementary surveys of interns, classroom teachers, and supervisors.

Phases 1-2: Interviews/ surveys of educational professionals re: Adequacy of the modelPhases 3-4: Observational data of student classroom performance; Interviews/ surveys of students and educational professionals.


5 Clinical Internship Model for Clinical Support and Professional Development

Develop a professional development model to link and clarify the roles of clinical teachers, university supervisors, instructional coaches during the internship.

Evaluation of the feasibility and effectiveness of the clinical support model based upon qualitative views of the three categories of professional participants supporting the internship experience. Identification of qualitative improvements to internship support process will also be identified and documented.

Phases 1-2: Interviews/ surveys of educational professionals re: Adequacy of the modelPhases 3-4: Interviews/ surveys of students and educational professionals re: perspectives resulting from the model implementation.

6 Clinical Internship Experience:Co-Teaching Model

Experiment with different co-teaching models to optimize teacher candidate learning as an alternative to traditional student teaching.

Evaluation of the feasibility and effectiveness of the co-teaching clinical internship model within the internship classroom setting based upon direct observation, the views of clinical teachers, and an assessment of differential achievement outcomes of K-8 students vs. demographically similar students.

Phases 1-2: Interviews/ surveys of educational professionals re: Adequacy of the modelPhases 3-4: Interviews/ surveys of students and educational professionals re: perspectives resulting from the model implementation; Determination of the effect of the co-teaching model on the academic achievement of K-8 students vs. classrooms with no interns.

7 edTPA Administration

Develop a replicable model for edTPA implementation to improve candidate readiness, consistency of instruction, and inter-rater reliability.

Documentation of the effectiveness of the phased implementation framework for developing the capacity of College faculty to be engaged in the implementation of the TPA. Evaluative data will include assessment of faculty proficiency resulting from TPA training and of the consistency of faculty ratings of student TPA performance materials.

Phases 1-2: Interviews/ surveys of educational professionals re: Adequacy of the modelPhases 3-4: Interviews/ surveys of educational professionals re: Effectiveness of the different elements of the TPA administrative model (e.g., outcomes of faculty training; reliability of faculty TPA scoring.


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