Provost’s Council Meeting November 14, 2014 Vivian Covington Judy Smith Christina Tschida

Pirate CODE  Develop the Research on Practice model, codifying its steps and developing an implementation model to institutionalize innovations within programs.  Document the implementation of research- based innovations in the teacher education curricula with concerted efforts to expand implementation into all ITPs at the institution.  Develop and engage in practice-based research surrounding the seven Pirate CODE project innovations.  Document and communicate the process, the successes, and the challenges of the Pirate CODE by contributing to the research literature through publications, presentations, and collegial conversations at the institution, state, and national levels.

 Reduces the number of student teaching placements and clinical teachers needed, allowing us to be more selective  Due to increased teacher accountability, a model for student teaching that allows clinical teachers to remain in their classrooms is imperative  Investigates ways to enhance the relationship between the clinical teacher and the intern

Co-Teaching initially began as a collaborative between general education and special education in response to PL (IDEA) legislation. (Cook & Friend, 1995; Vaughn, Schumm, & Arguelle, 1997; Austin, 2001; Boucka, 2007; Hang & Rabren, 2008) Carefully designed student teaching experiences, specifically Co-Teaching, can effectively prepare clinical interns while positively impacting student achievement. During Co-Teaching, all teachers are actively involved and engaged in all aspects of planning, instruction and assessment.

YouTube Video Created by: Paulina Genovese, Graduate Student East Carolina University

 One Teach, One Observe  One Teach, One Assist  Station Teaching  Parallel Teaching  Supplemental Teaching  Alternative (Differentiated) Teaching  Team Teaching

Sharing Responsibility Clinical Teacher Intern

: : 2:1 Model 2 Interns to 1 Clinical Teacher 1:1 Model 1 Intern to 1 Clinical Teacher

St. Cloud State University St. Cloud, Minnesota

Cumulative Data Reading Proficiency Minnesota Comprehensive Assessment Compares Co-Taught and Not Co-Taught student teaching settings Copyright 2011, St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

Cumulative Data Math Proficiency Minnesota Comprehensive Assessment Compares Co-Taught and Not Co-Taught student teaching settings Copyright 2011, St. Cloud State University, Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

East Carolina University

Generation 1 Fall 2011 ELEMENTARY Generation 2 Fall 2012 ELEMENTARY SPECIAL EDUCATION Generation 3 Fall 2013 BIRTH-KINDERGARTEN ELEMENTARY ENGLISH EDUCATION FOREIGN LANGUAGE HISTORY EDUCATION MATH EDUCATION MIDDLE GRADES SPECIAL EDUCATION Generation 4 Fall 2014 BIRTH-KINDERGARTEN DANCE ELEMENTARY ENGLISH EDUCATION HISTORY EDUCATION MATH EDUCATION MIDDLE GRADES SPECIAL EDUCATION

Classrooms School Districts1259 Program Areas1289 Clinical Teachers Interns Faculty University Supervisors 1631TBD

Program AreaEnrollmentSchool Districts Birth-Kindergarten3Johnston, Martin, Pitt Dance Education1Pitt English Education12Pitt History Education13Beaufort, Greene Pitt Mathematics Education14Beaufort, Pitt, Wayne Middle Grades Education7Pitt Special Education8Greene, Pitt Elementary Education51Beaufort, Edgecombe Greene, Lenoir, Martin, Pitt, Wilson Total1159

Impact of Co-Teaching at East Carolina University

p value = * p value = * SD SD SD SD 0.671

Sample included all Elementary and Special Education interns in the Spring 2013 semester. Co-Teaching Interns n=23 Non Co- Teaching Interns n=160 FSig MSDM Q5 Preferred Solo * Q9 Differentiation * Q11 Classroom Management * * alpha set to p <.05

 Comparing growth trajectories of beginning teachers and P-12 students  Fidelity of research  Looking for patterns across program areas  Compatibilities of interns

"I think that this is a great model for teaching; it is very empowering for the student teacher and creates a great relationship and future mentor.” "We both were leaders in our own respects and at different times.” "Certain lessons work really well when they are co-taught. It is a good feeling to pump out a great lesson cooperatively, knowing that the lesson would not have been as dynamic if it had not been co-taught.” "There is more creativity because you are able to talk ideas through and make them great by having the two perspectives."

“Most positive thing about Co-Teaching is the growth of my students. The classroom is always full of students learning…definitely getting more teaching” “I think this will be a great model that will improve beginning teachers’ confidence, knowledge, etc. as well as positively impact student learning.” “I really enjoyed Co-Teaching because I felt free to put the interns in any situation right from day one they walked in the door and I put them to work.” “We don’t have the behavior issues…the wait time is gone because there’s three of us, so their questions can be addressed immediately… and we don’t have time where they’re not getting what they need right away.”