1. NASDTEC Conference Portland, Oregon June 8, 2015 Innovative Collaboration for New Teacher Success Dr. Virginia (Jennie) Pilato Professor and Vice Dean, Department of Education

2. UMUC MAT Program  Largest pubic online university in the United States  Founded as part the University of Maryland after WWII to serve returning military personnel  Mission: To serve adult professionals worldwide  In 1974 became a separate state university as part of the state university system  Brand new mascot: The Nighthawk – students do a lot of their coursework at night!

3. Master of Arts in Teaching Program Initial MAT program opened in 2001; redeveloped and reopened in 2009 Secondary grades 7-12 only: all major content areas 30 credits; five 6-credit online courses; 3 full semesters/year Online coursework with face-to-face and virtual field experiences in all courses Seven-week virtual practicum plus professional seminar 17-week face-to-face, in-school internship plus professional seminar

4. Who are the MAT teacher candidates? Career changers who are working throughout their program till their internship semester In Maryland In other states In other countries In the US military Military spouses Parents, grandparents Vastly varied backgrounds; all committed to teaching careers

5. Innovation in the MAT – sample from field experiences Relationships with candidates online are personalized and aimed at bringing the most authentic and current experience into the online classroom. Virtual field experiences embed expert teachers, e.g., a National Board Certified teacher, and a recent MAT graduate who is an early career expert teacher (has “walked in their shoes”). Collaboration between professor and experts incorporates school, district, state, and national perspectives The two experts co-teach parts of the Reading and Multiple Literacies course with the course professor.

6. Innovation in the MAT The Florida Virtual Schools Practicum UMUC MAT candidates learn in the UMUC online environment. They rapidly learn to explore and master new technology tools and strategies. In their next to last course they serve an intensive 7-week practicum working like a student teacher with a mentor teacher in the FLVS learning environment. They have intensive FLVS-provided training prior to getting started. UMUC MAT staff and FLVS collaboratively plan the experience. It serves FLVS students & UMUC MAT candidates.

7. FLVS serves 450,000 students worldwide Florida state school, operated by the state FLVS looks for great teachers then trains them to be great online teachers Free to FL residents, not free to out-of-state students Title I school Teachers step into the student world, not the reverse Strong focus on relationships with parents

8. The Practicum: MAT Candidate Experience Criminal background check in Florida Opportunities to expand knowledge of instructional technology Immersion in pedagogy and methodology of online K-12 classrooms Advancing time management skills Communicating and engaging with parents and students Personalizing learning Observing with teachers the induction of new teachers Actively evaluating the practicum as it is experienced Support & guidance from FLVS mentor teachers and staff

9. The Practicum: Weekly Expectations Communication with FLVS mentor teacher on schedule for the week Available 10-12 hours per week for synchronous and asynchronous activities, including teacher shadowing, grading, tutoring, open office hours, conducting live lessons, calls to parents, assisting with live lessons Weekly expectation to meet all deadlines

10. MAT Course Deliverables by Candidates Complete FLVS workbook – tracks completion of preparation and practice activities – Reviewed by MAT & FLVS staff Present/moderate at least 2 FLVS-created live lessons; one recorded and self-assessed and reviewed by course professor Submit 3 reflections on work with FLVS, commenting on what they did and how to improve Create an Assessment Portfolio of 7 different assessments based on FLVS standards and learning objectives NEWS: FLVS mentor teachers rated 92% of the Spring 2015 candidates as “outstanding” or “very good”!

11. Challenges in collaboration when your program serves locally, nationally, and abroad Maryland is a STRONG PDS state: Tough to be so locally focused. SO: The MAT builds some close local school relationships and works with a regional advisory board. As an ONLINE university in a non-online education community, it is tough getting timely placement support where long-term district-university ties are tight. SO: The MAT keeps working toward mutually beneficial arrangements. Candidates are ADULTS, who are sometimes impetuous and impatient with delayed field placements. SO: MAT staff is patient, kind, clear, supportive, a “saint” to MAT candidates.

12. And What of MAT Candidate Success? MAT candidates have highest retention in The Graduate School. They meet CAEP-required program standards. They get the jobs they seek in their districts. Districts applaud their content knowledge, their advanced skills with instructional technology, and their teaching skills. Graduate follow-up surveys point to high satisfaction with the program, and a high level of confidence as new teachers in diverse schools. Anecdote: One of the 2015 graduates wants to move to FL to teach in FLVS! (Residency is required.)

13. QUESTIONS? Your thoughts? Your questions? Your recommendations? My contact information: virginia.pilato@umuc.eduvirginia.pilato@umuc.edu