Rogi Lessons Sloan C Final


Published on

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Rogi Lessons Sloan C Final

  1. 1. Demystifying the Remote Observation of Graduate Interns: Lessons Learned<br />Richard Hartshorne<br />Teresa Petty<br />Tina Heafner<br />University of North Carolina at Charlotte, USA<br />
  2. 2. Remote<br />Observation of<br />Graduate <br />Interns<br />
  3. 3. Rationale for ROGI: Teacher Shortages<br />NC public schools seek to hire over 10,000 teachers just to staff existing classrooms<br />NC Teacher Education programs annually producing approximately 4,000 licensed teachers<br />
  4. 4. Teacher Education Programs Respond<br />Creation of the Graduate Certificate Program for Initial Licensure <br />Online program initially limited to lateral entry teachers ONLY<br />Decision to expand online program to non-teaching graduate teacher education candidates<br />Challenge: How to offer a graduate internship (student teaching semester) in an online venue?<br />
  5. 5. ROGI: A Creative Technology Solution<br />Purpose of ROGI<br /> “to transcend traditional geographical boundaries required for face-to-face classroom observations through the application of technology as a means to expand access to teacher licensure programs and to increase teacher recruitment and enrollment”<br />
  6. 6. What is ROGI?<br />Technology mediated performance-based assessment and reflection<br />100% Online Graduate Internship Semester<br />There are many aspects of ROGI…<br />Online Seminar<br />Observation of Teaching<br />Online Post-Observation Debriefing<br />Electronic Paperwork<br />Electronic Communication<br />
  7. 7.
  8. 8. Program Analysis & Lessons Learned<br />Pilot Program involving the remote observation of graduate interns [ROGI]<br />Evaluation:<br />Unexpected Challenges<br />Logistical Issues<br />School-level vs. District-level approval<br />Communication, verification, and documentation<br />e-Documentation<br />Pedagogical Issues<br />Face-to-Face Seminars and Post-Conferencing<br />Video-taping<br />“Lessons Learned”<br />
  9. 9. Logistical Issues: School-level vs. District-level Approval<br />School-level approval<br />Buy in & excitement by school principal<br />Principals often unfamiliar with role of District-level approval<br />Technical issues that require cooperation from District administration<br />Networking<br />School-level changes<br />New principal<br />
  10. 10. Logistical Issues: School-level vs. District-level Approval—LessonsLearned<br />Important to establish <br />partnership across state<br />a cadre of school systems who will support Graduate Interns & ROGI<br />District Partnerships allow for addressing logistical issues prior to forging school partnerships<br />Training could be provided at District-level<br />Avert confusion & concern by School-level technology personnel<br />
  11. 11. Logistical Issues: Communication, Verification, and Documentation<br />Communication with Principals <br />Time-consuming<br />School visits<br />Communicating project goals & decision-making for participation<br />Receptive initially but uncertain about District-level approval<br />Acquiring Graduate Interns<br />Gain consent early to participate<br />Getting jobs & changing placements at last minute<br />
  12. 12. Logistical Issues: Communication, Verification, and Documentation<br />Communication with Graduate Interns<br />Overview of project<br />Clarification of expected documentation & paperwork requirements for Graduate Interns <br />Documentation<br />Differences in accessibility between face to face and remote<br />
  13. 13. Logistical Issues: Communication, Verification, and Documentation—Lessons Learned<br />Use top-down strategies in forging relationships and project support at the District-level<br />Contracts documenting commitment <br />Importance of making connections with School-level administration<br />A phone call will do<br />Determine early Graduate Intern participants <br />Clarification of expectations upfront<br />Providing format for electronic sharing<br />
  14. 14. Logistical Issues: e-Documentation<br />Paper-based Documentation <br />Traditional way of doing business face to face<br />Teaching Evaluation Instruments<br />Observation Forms [qualitative] <br />Evaluations Form [quantitative] <br />Multiple color-coded carbon copies REQUIRED for licensure<br />School & Intern Consent Forms <br />Internship Handbook for Cooperating Teacher & Graduate Intern<br />Graduate Internship notebook & course assignments<br />Challenges<br />Cumbersome <br />At odds with ROGI process<br />
  15. 15. Logistical Issues: e-Documentation—Lessons Learned<br />Establish electronic methods of documentation<br />TK20<br />Harnessing power of technology through eSignatures<br />Ease of collecting and reporting teacher candidate data<br />Future Requirements: 6 Electronic Evidences – NCDPI Revisioning<br />
  16. 16. Pedagogical Issues: Face-to-Face Seminars and Post-Conferencing<br />Seminar <br />3 face to face vs. 3 remote [Centra]<br />Transferring curriculum from traditional methods<br />Time-consuming <br />Hardware– lack of headsets limited participation remotely<br />Post-Conferencing<br />Location and scheduling issues in terms <br />Movement of equipment<br />Accessibility to Internet<br />Lack of video conferencing hardware <br />
  17. 17. Pedagogical Issues: Face-to-Face Seminars and Post-Conferencing—LessonsLearned<br />Seminar<br />Require hardware with enrollment in program<br />Create eMaterials<br />Post- Conference<br />Alternative technologies<br />Skype<br />Phone<br />Scheduling room access in advance<br />Required headset/microphone purchases<br />
  18. 18. Pedagogical Issues: Video-taping<br />Asynchronous<br />Camera on tripod<br />Fixed scope of classroom observation<br />Time delay in observation & feedback<br />Limited quality or no sound<br />Computer readability of video<br />Synchronous<br />Camera on tripod <br />Room lighting<br />Camera placement<br />Camera operator<br />Lack of observer autonomy<br />Centra<br />Limited sound<br />Limited viewing window size<br />
  19. 19. Pedagogical Issues: Video-taping—Lessons Learned<br />Synchronous method more effective<br />Need to control what is viewed<br />Communication with camera operator– text chat in Centra<br />Training for camera operator<br />Explore alternative technology tools– camera, software, hardware<br />Improve sound through wireless microphone<br />
  20. 20. ROGI Next Directions<br />Develop a manual and supporting website for implementation. <br />Prepare training sessions for those using the hardware/software.<br />Establish a partnership with a series of school districts.<br />Establish guidelines/policies for participation (hardware, how many can participate, etc.)<br />Establish clear protocol for communication, support, and collaboration. <br />
  21. 21.
  22. 22. Richard Hartshorne<br /><br />Teresa Petty<br /><br />Tina Heafner<br /><br />