Rogi Lessons Sloan C Final

Demystifying the Remote Observation of Graduate Interns:

Lessons Learned

Richard HartshorneTeresa PettyTina Heafner

University of North Carolina at Charlotte, USA

Remote

Observation of

Graduate

Interns

Rationale for ROGI: Teacher Shortages

NC public schools seek to hire over 10,000 teachers just to staff existing classrooms

NC Teacher Education programs annually producing approximately 4,000 licensed teachers

Teacher Education Programs Respond

Creation of the Graduate Certificate Program for Initial Licensure ◦Online program initially limited to lateral

entry teachers ONLY◦Decision to expand online program to non-

teaching graduate teacher education candidates

Challenge: How to offer a graduate internship (student teaching semester) in an online venue?

ROGI: A Creative Technology Solution

Purpose of ROGI “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”

What is ROGI?

Technology mediated performance-based assessment and reflection

100% Online Graduate Internship Semester

There are many aspects of ROGI…◦Online Seminar◦Observation of Teaching◦Online Post-Observation Debriefing◦Electronic Paperwork◦Electronic Communication

Program Analysis & Lessons Learned

Pilot Program involving the remote observation of graduate interns [ROGI]

Evaluation:◦Unexpected Challenges

Logistical Issues School-level vs. District-level approval Communication, verification, and documentation e-Documentation

Pedagogical Issues Face-to-Face Seminars and Post-Conferencing Video-taping

◦“Lessons Learned”

Logistical Issues: School-level vs. District-level Approval

School-level approval◦Buy in & excitement by school principal◦Principals often unfamiliar with role of

District-level approvalTechnical issues that require

cooperation from District administration◦Networking

School-level changes◦New principal

Logistical Issues: School-level vs. District-level Approval—Lessons Learned

Important to establish ◦partnership across state◦a cadre of school systems who will

support Graduate Interns & ROGIDistrict Partnerships allow for

addressing logistical issues prior to forging school partnerships◦Training could be provided at District-level◦Avert confusion & concern by School-level

technology personnel

Logistical Issues: Communication, Verification, and Documentation

Communication with Principals ◦Time-consuming◦School visits

Communicating project goals & decision-making for participation

◦Receptive initially but uncertain about District-level approval

Acquiring Graduate Interns◦Gain consent early to participate◦Getting jobs & changing placements

at last minute

Logistical Issues: Communication, Verification, and Documentation

Communication with Graduate Interns◦Overview of project◦Clarification of expected

documentation & paperwork requirements for Graduate Interns

Documentation◦Differences in accessibility between

face to face and remote

Logistical Issues: Communication, Verification, and Documentation—Lessons Learned

Use top-down strategies in forging relationships and project support at the District-level◦Contracts documenting commitment

Importance of making connections with School-level administration◦A phone call will do

Determine early Graduate Intern participants ◦Clarification of expectations upfront◦Providing format for electronic sharing

Logistical Issues: e-Documentation

Paper-based Documentation ◦ Traditional way of doing business face to face

Teaching Evaluation Instruments◦ Observation Forms [qualitative] ◦ Evaluations Form [quantitative] ◦ Multiple color-coded carbon copies REQUIRED for

licensureSchool & Intern Consent Forms Internship Handbook for Cooperating Teacher &

Graduate InternGraduate Internship notebook & course

assignmentsChallenges

◦ Cumbersome ◦ At odds with ROGI process

Logistical Issues: e-Documentation—Lessons Learned

Establish electronic methods of documentation◦TK20

Harnessing power of technology through eSignatures

Ease of collecting and reporting teacher candidate data◦Future Requirements: 6 Electronic

Evidences – NCDPI Revisioning

Pedagogical Issues: Face-to-Face Seminars and Post-Conferencing Seminar

◦ 3 face to face vs. 3 remote [Centra]◦ Transferring curriculum from traditional methods

Time-consuming

◦ Hardware– lack of headsets limited participation remotely

Post-Conferencing◦ Location and scheduling issues in terms

Movement of equipment Accessibility to Internet Lack of video conferencing hardware

Pedagogical Issues: Face-to-Face Seminars and Post-Conferencing—Lessons Learned

Seminar◦Require hardware with enrollment in

program◦Create eMaterials

Post- Conference◦Alternative technologies

Skype Phone

◦Scheduling room access in advance◦Required headset/microphone

purchases

Pedagogical Issues: Video-taping

◦Asynchronous Camera on tripod

Fixed scope of classroom observation

Time delay in observation & feedback

Limited quality or no sound

Computer readability of video

◦Synchronous Camera on tripod

Room lighting Camera placement

Camera operator Lack of observer autonomy

Centra Limited sound Limited viewing window size

Pedagogical Issues: Video-taping—Lessons Learned

Synchronous method more effective

Need to control what is viewed◦Communication with camera operator–

text chat in Centra◦Training for camera operator

Explore alternative technology tools– camera, software, hardware◦Improve sound through wireless

microphone

ROGI Next DirectionsDevelop a manual and supporting website

for implementation. Prepare training sessions for those using

the hardware/software.Establish a partnership with a series of

school districts.Establish guidelines/policies for

participation (hardware, how many can participate, etc.)

Establish clear protocol for communication, support, and collaboration.

Richard Hartshornerhartsho@uncc.edu

Teresa Pettytmpetty@uncc.edu

Tina Heafnertheafner@uncc.edu