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A Hybrid Model to Teacher Certification - Hollar
- 1. A Hybrid Model toTeacher Certification COHERE Conference 2013 Jesslyn Hollar, Central Washington University
- 2. Context: the University •Central Washington University (CWU) location • CWU general enrollment (2011-2012) 10,750 • Largest teacher education program in WA • Branches of teacher education o o o o Undergraduate and traditional post-baccalaureate education programs Alternative post-baccalaureate education program Graduate Degree Programs Online Graduate Degree Programs
- 3. Alternative Pathways to Teaching Programapproved in 2011 by the Professional Educator Standards Board (PESB). Fills need for: 1. Certified teachers in high-need areas in WA a. b. c. d. e. Special education Science Mathematics English Language Learners Additional subjects as determined by school district 2. Certified teachers in rural schools in WA
- 4. Alternative Pathways to Teaching Employshybrid instructional delivery model: 1. Two week in-person academy prior to start of internship. 2. Year-long internship with a mentor teacher in a classroom. 3. Online course work concurrent with internship.
- 5. About the Students •In order to be admitted to the APT program, students must hold at minimum a Bachelor’s degree from a regionally-accredited institution. • Most students entering the program tend to be older and educated. • Many are completely new to the teaching profession and have been working in other careers. • Some have been working in the schools as instructional aides or substitute teachers. • Younger applicants tend to have majored in something other than education in college and have decided to become teachers. They may have little to no professional work experience.
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- 7. Student Make Up EducationLevel BA or BS MA or MS Ph.D Children and Gender • Even split between those with children and those without. • Relatively even split between gender with 21 women and 17 men.
- 8. Program Growth Number ofStudents 25 20 15 Number of Students 10 5 0 2012-2013 Cohort 2013-2014 Cohort
- 9. Certification Areas 2012-2013 Special Education Science Math EnglishLanguage Learners World Languages English Language Arts
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- 11. Program Outcomes 12 Moved outof State 10 In Progress 14 8 Not Yet Certified but Teaching 6 4 Certificated with Teaching Position 2 0 2012-2013 Cohort
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- 13. Instructional Delivery • Summeracademy o Held in Ellensburg, WA for two weeks in July o Series of seminars taught by faculty from the Center for Teaching and Learning at CWU, focusing on: • Classroom Management • Lesson Planning • English Language Learners • Multicultural Education • Exceptional Learners • Education Law • Teaching Methods • Assessment o Students interact with faculty and peers face-to-face. o Students prepare to enter internship in the schools.
- 14. Instructional Delivery • Internship oIn the majority of cases, students spend a year working alongside a mentor teacher. o In some cases, students complete their internship while working • Para-educators/instructional aides • Under conditional/emergency licenses o In both cases, students receive a salary or wage but are further removed from working closely with their mentor teacher. o Students spend the first quarter observing, second quarter observing and practice teaching, third quarter teaching one section or prep, and fourth quarter in their student teaching experience. o Students are observed at least four times by field supervisors from CWU.
- 15. Instructional Delivery • OnlineCourse Work o First Quarter: • Observation logs surrounding various topics related to teaching • Uploaded to LiveText platform • Reviewed by APT director • Feedback provided o Second Quarter: • Review of Case Studies related to teaching • Critical response to case studies • Drafting and development of own case study • Videotaped Instruction and peer workshop via Google Hangouts o Third Quarter: • Focus shifts to capstone assessment - edTPA
- 16. Online Tools • Blackboardis main repository for resources o Folders related to each summer academy topic with resources o Videos related to teaching practice • LiveText o Primary space for submitting assignments and receiving feedback on assignments. • Google Hangouts and Google Voice/Video Chat o All students required to hold a google email account with access to google hangouts and voice/video chat o Office hours completed via google voice/video chat o Candidates can also talk with peers via this format as well, allowing for easy, free space to communicate “face-to-face”.
- 17. Benefits • Candidates areable to complete course work long distance. • Candidates are able to complete internship in their home communities. • Program is competency-based, allowing early exit once all competencies are met. • Low cost of education for candidates (~$12,000) • On paper, program seems to offer an efficient (read quick), easy, and cheap way to obtain a teaching license.
- 18. Drawbacks • Lack offace-to-face contact with knowledgeable CWU faculty (aside from summer academy) and fellow cohort. • Older population who might not be as technologically proficient deals with a very different learning system than they have experienced before. • More difficult to assess teacher candidate dispositions. • Individualized program of study prevents in-depth engagement with peers.
- 19. Addressing Drawbacks • • • • Google Hangouts NationalBoard Certified Videos Video Observations Google Chat during office hours
- 20. Moving Forward • Necessaryto improve rigor so that candidates are as prepared as can be before entering profession. • Address how to measure candidate dispositions in online format. • There might need to be some focus on teaching how to use the technology in the summer academy as google hangouts and LiveText create issues for those less familiar with the technology. • Creating stronger balance between the three components (internship, summer academy, online course work).
- 21.
Editor's Notes
- #3 Undergraduate and traditional post-baccalaureate education programsTeaching Elementary, Adolescent, and Young Children (TEACH)Educational Foundations and Curriculum (EFC)Language, Literacy, and Special Education (LLSE)Physical Education, School, and Public HealthGraduate Degree ProgramsMEd School AdministrationMEd School Instructional LeadershipMEd Higher EducationMEd Special EducationMEd LiteracyMEd Master TeacherOnline Graduate Degree ProgramsMEd Higher EducationMEd Instructional LeadershipMEd LiteracyMEd School AdministrationMEd Special EducationMS Health and Physical Education• Athletic Administration SpecializationMS Health and Physical Education
- #7 2 black, 2 hispanic, 2 asian, 32 white3 50-59 – highly educated, planning to retire, want to “give back” and so are retooling to become educators
- #8 Older students tend to have children and families 30-60 age range. One reason for this relatively even split in gender could be because the program does not certify elementary education and works largely with middle school and secondary level endorsements. Since elementary educators are predominantly female and male and science teachers are typically male, we’re attracting a more even gendered split.
- #9 2012-2013Started with six students in August 2012, added another 7 in January 2013 for a total of 13 students in 2012-2013. . 2013-2014Started in July 2013 with 25 students.
- #12 Of 2012-2013 cohort (13 students):Of the six who started in August 2012, all six are working as teachers throughout Washington State. Of the seven students added to the cohort in January 2013, five are working as teachers throughout Washington State; three of those five are still working to complete initial teaching certification. One student remains in her internship. Another student has moved out of state but plans to look for teaching positions in Washington State next year. Placement rate: 85%Pause for QuestionsOne year teaching certification rate: estimated to be 100%
- #15 The mentor teacher:has at least three years of teaching experienceis certified to teach the subject the student is hoping to become certified to teachis ideally a National Board Certified teacher
- #18 for many, this means, able to continue living and/or working in their communities.which better positions them for obtaining work within those school districts where they are already established.The quick, easy, cheap route might be the reason for attracting a number of candidates in the 20-29 age range who might be more mobile but are wanting to obtain a license as fast as possible in order to hit the job market.
- #19 Makes an already steep learning curve steeper. It’s already steep enough as they’re learning to become teachers.Hinders reflection of teaching practice.