Roundtable presentation at the 2015 AACTE conference in Atlanta Georgia.

1. AACTE 2015
DRS. KRISTEN CUTHRELL, JOY STAPLETON, LIZ
FOGARTY, JUDY SMITH, ANN BULLOCK
C O L L E G E O F E D U C A T I O N
D E P A R T M E N T O F E L E M E N T A R Y E D U C A T I O N A N D M I D D L E G R A D E S
E D U C A T I O N
Developing a Continuum of Expertise:
Transforming a Program
Fidelity of Implementation

2. Goals
 Provide Overview of TI: Pirate CODE
 Video Grand Rounds
 ISLES
 Instructional Coaching
 Co-Teaching
 edTPA
 Share Fidelity of Implementation big ideas
 Discuss lessons learned: Developing Fidelity of
Implementation checklists

3. Pirate CODE:
Continuum of Developing Expertise for Novice Teaching
The model engages teacher
candidates in mentored observations
of pre-selected classroom video
snippets. Selected videos and use of a
guided observation protocol are
designed to guide students in
identifying and articulating what they
know and are able to do in the classroom.
These videos allow preservice
teachers to see “real life” models of
targeted instructional strategies. Having
access to examples and non-
examples of the strategies allows
university faculty to lead in-depth
discussions of instructional decision
making and implementation.
Video
Grand
Rounds
ISLES – Instructional Strategy
Lessons for Educators Series – are
modules developed as part of the
Teacher Quality Partnership Grant at
ECU. The modules lead candidates
in three programs – elementary
education, middle grades education,
and special education – through a
series of 10 research-based
instructional strategies and their use
from declarative to procedural to
conditional knowledge. ISLES 1,
introduces the strategies. ISLES 2,
includes them in planning. ISLES 3,
has candidates implement them, and
includes the video of a lesson
utilizing an ISLES strategy.
ISLES
Instructiona
l Strategies
The Co-teaching initiative is
patterned after Marilyn Friend’s Co-
teaching research and the Academy
for Co-Teaching and Collaboration at
St. Cloud State University. As
increased pressures on public school
teachers make clinical internship
placements more challenging to find,
the Co-Teaching model may alleviate
the need for a 1:1 intern to clinical
teacher ratio and bring richer
opportunities for practice to our
teacher candidates. The success of
the spring 2012 pilot – with one
clinical teacher supervising two
interns in Pitt County - is leading to
further research and model
expansion.
Co-
teaching
As teacher education program reform
curricula and implement more valid
and reliable assessments, the Senior
Year internship – what was student
teaching – is changing rapidly. The
role of clinical teachers, university
supervisors, and faculty during this
capstone experience must evolve to
provide appropriate support and
guidance to teacher education
candidates. Critical is the selection
and on-going training of clinical
teachers and university supervisors
who serve in these important roles.
The introduction of Instructional
Coaches in the supervision model is
being explored.
Instruction
al Coaching
Over 25 states and 180 teacher
preparation programs are engaged in
the Teacher Performance Assessment
(edTPA), an instrument developed at
Stanford University, supported by
AACTE and NCATE, and aligned
with state and national standards. By
spring 2013, 14 of the 17 teacher
education programs at ECU will be
engaged in the edTPA. With the
edTPA, a valid and reliable
assessment in place, institutions may
conduct systematic analysis of
teacher candidate performance
through different program pathways
and determine the predictive validity
of the instrument in regards to
impact on PK-12 student
achievement.
edTPA
Portfolio

4. Video Grand Rounds
What’s This?
 Process in which pre-service students view a series of lesson
videos, complete structured observation protocols, and debrief
with a faculty member following each protocol completion.
 Steps for completing the Video Grand Rounds:
 Review the video’s Context for Learning.
 Read the Associated Reading.
 View the video and take notes.
 Complete the observation protocol on TaskStream.
 Debrief your observations with your instructor and peers.
 Then compare your protocol to the faculty completed protocol.

5. ISLES 1, 2, 3
 ISLES 1:
 Declarative Module (5 Quiz
grades)
 Definitions and research
supporting use of strategies
 ISLES 2:
 Procedural Module (5 Quiz
grades)
 Sample Units- strategies,
Common Core,
differentiation
 Sample Content Modules
All ISLES
work will be
embedded in
ELEM courses
prior to Senior
2.
•ISLES 3
•Conditional Module
•Plan a lesson with 2 TQP
instructional strategies (1
assigned and 1 intern- selected);
Video record the lesson and write
a reflection commentary

6. Instructional Coaching
Interns are observed by
instructional coaches using the
TQP Teachscape Observation
instrument, a checklist that
focused on the following:
 Focus on the Curriculum
 Focus on Instruction
 Focus on the Learner
 Focus on the Classroom
Environment
 Focus on the Needs of all
Learners
 Instructional coaches
support interns with
professional development
activities highlighting:
. Classroom
management
. Research-based
instructional
strategies
. Technology
. Lesson Planning
. Rigor Is Not a Four
Letter Word by
Blackburn

7. Co-Teaching
Pathway to an Effective Teacher Co-Teaching Internship
Teacher
Candidate
Intern 1
Intern 2
Clinical
Teacher
Instructional
Coach

8. edTPA
 Develop and teach 3-5
consecutive literacy lessons
(or, if teaching within a large time
block, 3-5 hours of connected
instruction) – learning segment
 Consistent with the Common
Core Standards for English-
Language Arts and Literacy
 Learning segment should reflect a
balanced literacy curriculum.
 Learning tasks in which students
have opportunities to develop a
key literacy strategy and related
literacy skills to comprehend
OR compose text.
 Task 1 - Planning for Instruction
and Assessment
(Context for Learning, Lesson plans,
Assessments, Planning Commentary)
 Task 2 - Instructing and
Engaging Students in Learning
(Video clip(s), Instruction Commentary)
 Task 3 - Assessing Student
Learning
(Student work samples, Evidence of
Feedback, Evaluation Criteria, Assessment
Commentary)
 The evidence will be evaluated on these
five components of teaching practice:
planning, instruction,
assessment, analyzing teaching
and academic language

9. Fidelity of Implementation
• Did we do what we intended?
• FOI is needed to avoid
measuring the impact of
something that’s not there.
• Fidelity measures should be
aligned to core components of
the innovation.
• First: develop practice profiles
• Explore three types of fidelity
• Context
• Content
• Competence
• Use FOI data or program
improvement
Blasé, K. (2014). Developing, Measuring, and Improving “Program” Fidelity. NIRN.

10. Lessons Learned
 Innovation must stop
shifting before FOI can be
measured
 Occurs after several
refinements and iterations
 Clear guidelines for
implementation must
already be created and
disseminated prior to FOI
 Faculty guides
 Student directions
 Common access (BB)
 Common training
 Promote FOI through shared
spaces and places for
collaboration
 Monthly meetings
 MOUs
 IRBs
 Provide paths to engagement
 Strategic early adopters
 More folks will come on board
as there is momentum
 Administrative support/buy-
in
 Core team develops checklists

11. Questions?
 Questions, Concerns,
Ideas, Suggestions…
 Ask now or
 Send an email
 Dr. Kristen Cuthrell
cuthrellma@ecu.edu