1. Instructional Strategy Lessons for Educators Series: ISLES 3
Elementary Education
Middle Grades Education
Special Education
Master of Arts in Teaching
This module is designed for new faculty orientation in the Elementary Education, Middle Grades Education and Special Education, and Master of Arts in Teaching programs. ELEM 2123 This the department's introductory course which provides a comprehensive exploration of the program, actual practicum experience in a public school classroom, and preparation for admission to Upper Division.

2. New Faculty Orientation for Isles 3

3. Faculty Orientation for ISLES 3
FAQs by role
ISLES 3 Student Instructions
Content of ISLES 3
Delivery platform
Grading criteria
Faculty role
Technology requirements
edTPA Task 2
Faculty Orientation for ISLES 3

4. Faculty Orientation for ISLES 3
Learning Objectives
By the end of this module you will be able to:
Present the assignment for ISLES 3 to clinical interns
Access Taskstream to view assignments
Use the rubric to evaluate the assignments in Taskstream
Describe TQP grant
Identify 5 categories of instructional strategies
Identify 2 instructional strategies in each category
Identify the levels of knowledge for ISLES 1, ISLES 2, and ISLES 3
Identify 5 special populations considered
Faculty Orientation for ISLES 3

5. Faculty Orientation for ISLES 3
FAQs for Personnel
TQP Grant
Faculty Orientation for ISLES 3

6. ►ISLES
FAQ- for Personnel
ECU TQP Grant Project
Last Updated 7/25/13

7. FAQ- Clinical Teachers ELEM, MIDG, SPED
►ISLES
FAQ- Clinical Teachers ELEM, MIDG, SPED
ECU TQP Grant Project
Last Updated 7/25/13

8. FAQ- Clinical Teachers ELEM, MIDG, SPED
►ISLES
FAQ- Clinical Teachers ELEM, MIDG, SPED
ECU TQP Grant Project
Last Updated 7/25/13

9. Faculty Orientation for ISLES 3
Instructions for Teacher Candidate Student
TQP Grant
Faculty Orientation for ISLES 3

10. Faculty Orientation for ISLES 3
Learn about a common framework for instructional practices that highlights 10 evidence based strategies for increasing student achievement.
Explore the framework in your introduction courses, methods courses, senior courses, and internship. Understand it, explain it, see it, plan it, and do it!
Experience the connections with Pitt County and Greene County schools as their teachers incorporate a similar framework.
Complete an online series of Instructional Strategies Lessons for Educator Series (ISLES) modules focusing on the framework at every step. The islands within the modules are designed using the Star Legacy Framework.
Faculty Orientation for ISLES 3

11. Faculty Orientation for ISLES 3
Dig more deeply into the Star Legacy Framework and why online modules were chosen. Click here:
IRIS Center:
Faculty Orientation for ISLES 3

12. Take a Look
TQP Instructional Practices
Organizers
Graphic
Advance Organizers
Concept Learning
Examples and Non-examples
Compare and Contrast
Question and Review
Higher level questions that ask for explanations
Games
Grouping
Think-Pair-Share
Jigsaw
Assessment
Formative
Summative
Think About
Consider how you will meet the needs of the diverse children in your classroom. The ISLES modules will prepare you to do just that, one semester at a time
Faculty Orientation for ISLES 3

13. Instructional Strategy Lessons for Educators Series (ISLES) Overview
Research has shown that student achievement is directly tied to teacher effectiveness. As a result, there is now a nationwide reform movement to improve teacher effectiveness. As part of the reform movement the Office of Innovation and Improvement in the United States Department of Education awarded “Teacher Quality Partnership Grants” to teacher education programs around the country. In the fall of 2009, the College of Education at East Carolina University won one of the 28 Grants. With the grant funds, ECU’s College of Education is reforming several areas of its program: Recruitment, Curriculum, and Clinical Practice. ECU partners, Pitt County Schools and Greene County Schools, are reforming their induction programs as well.
Faculty Orientation for ISLES 3

14. Faculty Orientation for ISLES 3
The ISLES Module that you are about to complete is part of the curriculum component of the reform. It is designed to teach you 10 particular instructional strategies. They are not the only strategies that are effective or that a prospective teacher should learn to incorporate in instruction. The 10 instructional strategies discussed in the module constitute a starting place; over time you are expected to learn additional effective instructional strategies. You will receive instruction on those additional strategies from your professors. Also note that instructional strategies are not the only means of raising student achievement. An effective teacher must have good classroom management, an effective curriculum, and appropriate professional dispositions. For now, however, the curriculum reform is focusing primarily on effective instructional strategies. The goal of this module is for you to take two different strategies plus an assessment strategy, integrate them into a lesson plan, execute and video record the lesson, then reflect on the lesson implementation. This is the final module in a series of three. This module focuses on the conditional level of understanding. The following instructions will help you complete the module successfully. Please read all of them carefully. Thank you for your cooperation and good luck in your quest to become an effective teacher.
Faculty Orientation for ISLES 3

15. Faculty Orientation for ISLES 3
Module Instructions
Please read all of the instruction carefully before accessing the module.
The ISLES 3: Conditional Knowledge module is a required assignment.
It is important that you try your best when completing it and treat it as seriously as any other assignment in your internship. This module requires you to use both a designated and a chosen strategy to plan, execute, video record and analyze a lesson.
 You will access the module through your Blackboard course site.
In the module, you will select two of the strategies from different categories plus an assessment within a lesson.
Read and use the TQP Checklist for Selecting Instructional Strategies for strategy selection. See the Hot Links within the module.
Faculty Orientation for ISLES 3

16. Faculty Orientation for ISLES 3
Use the guiding questions to select your correlating strategy and help write your lesson plan.
Confer with your clinical teacher regarding your strategies to select an appropriate lesson topic. Follow your program area’s lesson plan templates. Confer with your clinical teacher prior to implementation of your lesson plan.
Collect video consent forms from your students’ guardians. Use the consent form provided in the Hot Links slide of the module.
Before teaching your finalized lesson, complete section I of the Instruction Commentary.
Execute and video record your lesson. Remember, you must have a consent form for every student in the video!
Review the ISLES 3 scoring rubric (found on the Hot Links slide.) Based on that scoring rubric, select minutes of the video lesson that best addresses all of the components on the Scoring Rubric. Save this segment. Do not edit the video, only trim the video to show the minutes of continuous instruction you feel best meets the criteria in the rubric. (Make sure that you also save the entire lesson video in a separate file in the event you need to return to it.)
Faculty Orientation for ISLES 3

17. Complete the remainder of the Instruction Commentary.
Schedule a conference with your Clinical Teacher in which you share your minute video segment and your responses on the Instruction Commentary. This will be the first time others will view the video segment.
Following your conference, submit your lesson plan, video recording, and completed Instruction Commentary under the ISLES 3 assignment in your program area’s portfolio in Taskstream. You must enroll in your program area’s Taskstream portfolio to do this. See Enrollment Key Code directions that your instructor shared with you.
Your ISLES 3 evaluator will formally analyze the lesson plan, video segment, and Instruction Commentary using the ISLES 3 scoring rubric.
Your instructor will record a pass/fail for the ISLES 3 as part of your course requirements. It is important to note again that this is a required component of your course. It also will help you prepare for the different components of the edTeacher Performance Assessment (edTPA), which is the next requirement of your internship.
-End of Instructions for Teacher Candidate-
Faculty Orientation for ISLES 3

18. Faculty Orientation for ISLES 3
Content of ISLES 3
(samples)
Title Research-based Instructional Strategies
Faculty Orientation for ISLES 3

19. 12/21/2017
I.S.L.E.S. 3
Conditional Knowledge Level
TQP ISLES #3

20. 12/21/2017
TQP ISLES #3

21. 12/21/2017
Objectives
After completing the entire Exploration section and reviewing the accompanying documents, you should be able to:
Plan, deliver, and reflect on effective instruction integrating specified TQP strategies appropriately within a Social Studies, Science, English/Language Arts, or Math lesson.
Video-record your teaching, trim a segment of the video recording, and submit it to Taskstream.
TQP ISLES #3

22. Video record your classroom teaching.
12/21/2017
Take A Look
Plan lesson with selected research based strategies, appropriate content, and differentiated instruction.
Video record your classroom teaching.
Analyze your teaching through trimming your video, completing a commentary, and conferencing.
TQP ISLES #3

23. Getting Started: Analysis of Teaching
12/21/2017
Getting Started: Analysis of Teaching
After planning, executing, and videoing your lesson, meet with your Clinical Teacher to discuss your completed work. This will be the first time your someone other than you will view the video segment.
Then complete section III of the lesson commentary.
TQP ISLES #3

24. 12/21/2017
Assessment
You will submit your ISLES 3 Assignment to Taskstream. Begin by enrolling in the ISLES portfolio. Enter ecuisles as the enrollment code. Select ISLES #3 Assignment. Upload your files. (Your lesson plan and lesson commentary are to be submitted as attachments. The trimmed video clip(s) are to be submitted using the Video tab.)
Your ISLES artifacts will be evaluated using the scoring rubric. This information will be used formatively as faculty and your clinical teacher work with you in preparation for your final Senior edTPA portfolio.
Completion of your ISLES 3 work will be recorded in your senior 1 course.
TQP ISLES #3

25. Faculty Orientation for ISLES 3
Delivery Platform
Title Research-based Instructional Strategies
Faculty Orientation for ISLES 3

26. Faculty Orientation for ISLES 3
The module is available online as a Blackboard Learning Module. Candidates will submit their final work for the module in a program area’s SAIL Taskstream portfolio.
How IS were chosen
Faculty Orientation for ISLES 3

27. Faculty Orientation for ISLES 3
Grading Criteria
Design of modules
Faculty Orientation for ISLES 3

28. Faculty Orientation for ISLES 3
Completion of the module should be included in the ISLES 3 course syllabus. It should count between 5%- 10% of the overall course grade and should be pass/fail. Candidates will review the information in the module, then produce a written lesson plan, a minute video segment, and a reflective Instruction Commentary.
These three artifacts will be submitted as the ISLES 3 assignment in the ISLES Taskstream portfolio. The artifacts will be evaluated using a Taskstream rubric by the ISLES faculty instructor. The Clinical Teacher and Faculty Instructor will use scores from the rubric formatively as interns prepare for their final edTPA in the Senior 2 semester.
The requirements and scoring rubric of ISLES 3 mirror the requirements and scoring rubric for Task #2 of the edTPA.
Model for design
Faculty Orientation for ISLES 3

29. Faculty Orientation for ISLES 3
Faculty Role
Design of modules
Faculty Orientation for ISLES 3

30. Faculty Orientation for ISLES 3
Faculty members are responsible for requiring completion of ISLES 3 as part of the course requirements.
Faculty members are encouraged to model the instructional practices while teaching and to discuss the contents of the module with candidates as they complete the ISLES work and other course assignments.
For Senior 1 faculty, the completion of ISLES 3 should be linked with the completion of the 2nd required lesson for Senior 1.
Course faculty members are responsible for evaluating the ISLES 3 video segment, lesson plan, and commentary in Taskstream using the ISLES 3 rubric.
Faculty Orientation for ISLES 3

31. Faculty Orientation for ISLES 3

32. Faculty Orientation for ISLES 3

33. Faculty Orientation for ISLES 3

34. Faculty Orientation for ISLES 3
Taskstream
Design of modules
Faculty Orientation for ISLES 3

35. Faculty Orientation for ISLES 3
Faculty Orientation for ISLES 3

36. Sample screen of submissions
Faculty Orientation for ISLES 3

37. Scoring Rubric - example
Faculty Orientation for ISLES 3

38. Faculty Orientation for ISLES 3
Clinical Requirements
Components of modules
Faculty Orientation for ISLES 3

39. Faculty Orientation for ISLES 3
Candidates will plan, teach, video record and reflect on a lesson in their practicum/internship setting.
Candidates will confer with their Clinical Teacher before and after teaching to discuss the candidate’s performance formatively.
ECU video consents MUST be collected from the classroom students PRIOR to video recording.
Faculty Orientation for ISLES 3

40. Faculty Orientation for ISLES 3
Technology Requirements
Design of modules
Faculty Orientation for ISLES 3

41. Faculty Orientation for ISLES 3
Candidates will need access to Blackboard to view the module.
Candidates will need a subscription to Taskstream to submit their module assignment.
Candidates will need Adobe Acrobat reader to view the supporting PDF files.
Access to a video recording device and editing/trimming software. See ISLES 3 Hot Links for recommendations.
Faculty Orientation for ISLES 3

42. Faculty Orientation for ISLES 3
Enhanced Features
Design of modules
Faculty Orientation for ISLES 3

43. Faculty Orientation for ISLES 3
The Instruction Commentary and rubric were revised to directly reflect language found in the edTPA.
Video recording tips were integrated into the module Exploration section.
A sample introduction memo for the ECU consent forms was also included in the HOT LINKS slide.
Faculty Orientation for ISLES 3

44. Faculty Orientation for ISLES 3
Summary
ISLES 3 is the conditional knowledge level module about instructional strategies.
ISLES 3 is modeled after Task 2 in the edTPA and helps prepare the candidate for that submission.
This module requires the candidate to plan, teach, prepare a video, reflect on the experience, and submit work electronically into Taskstream.
Describe TQP grant
Identify 5 categories of instructional strategies
Identify 2 instructional strategies in each category
Identify the levels of knowledge for ISLES 1, ISLES 2, and ISLES 3
Identify 5 special populations considered
Faculty Orientation for ISLES 3

45. Faculty Orientation for ISLES 3
Summary
The 10 instructional strategies included in ISLES are
Graphic Organizers & Advance Organizers
Concept learning: Examples/Non-examples & Compare/Contrast
Grouping: Jigsaw & Think-Pair-Share
Question & Review: Higher order questioning & Games
Assessment: Formative & Summative
Describe TQP grant
Identify 5 categories of instructional strategies
Identify 2 instructional strategies in each category
Identify the levels of knowledge for ISLES 1, ISLES 2, and ISLES 3
Identify 5 special populations considered
Faculty Orientation for ISLES 3

46. Microsoft Engineering Excellence
Resources
ISLES Faculty Guide
Public version of ISLES
Technical assistance:
TQP website
Faculty Orientation for ISLES 3
Microsoft Confidential

47. Microsoft Engineering Excellence
Resources - continued
Taskstream information
Taskstream submissions
Faculty Orientation for ISLES 3
Microsoft Confidential

48. Microsoft Engineering Excellence
Resources - continued
Elementary Education
Middle Grades Education
Special Education
Professional Development Series for ISLES
Faculty Orientation for ISLES 3
Microsoft Confidential

49. This Concludes the Module about Instructional Strategies – ISLES 3
Faculty Orientation for ISLES 3