A Public/Private Institutional Teacher Education Collaborative: Promoting High Quality Education

for All Children

Ohio Educators Connect for Success

Conference

Dottie Erb, Chair – Marietta CollegeDepartment of Teacher Education

Phyllis McQueen, Chair – University of Rio GrandeBunce School of Education

Paul Madden, Chair and Interim Associate Provost Shawnee State UniversityDepartment of Teacher Education

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SEO-TDC History and Organization

Dottie Erb, Chair

Marietta CollegeDepartment of Education

SEO-TDC History and Organization

Established in 2007 with support from a West Wind Education Policy grant in addition to the support provided by our team’s first facilitator: Robert Bowers.

West Wind Education Policy Inc. builds the capacity of state education leaders to imagine and enact an education system that overcomes historic and persistent inequities and engages each and every child in learning.

West Wind Education Policy1700 S First Avenue, Suite 17Iowa City, IA 52240-6036 www.westwinded.com

SEO-TDC History and Organization

• Mr. Rob Radway, Honda of America’s Senior Consultant for Education Outreach Programs, serves as the Facilitator (2009 to Present).

• Teams activities are now supported by a grant from The Martha Holden Jennings Foundation and SEO-TDC institutional resources

Martha Holden Jennings FoundationThe Halle Building1228 Euclid Ave. Suite 710Cleveland OH, 44115www.mhjf.org

SEO-TDC History and Organization

• SEOTDC Partners with The Coalition of Rural and Appalachian Schools (CORAS)

www.coras.org

SEO-TDC History and Organization

• CORAS is an organization composed of 136 school districts in the 35-county region of Ohio designated as Appalachia by the federal government. CORAS is under the governance structure of a Regional Council of Governments

SEO-TDC History and Organization

• Members of Communications & Connections (Meets Quarterly)

• This group comprises: ODE Representatives, OBR Representatives, Education Service Centers, IHE Faculty, SEOTDC deans, superintendents, OFT, OEA, principals, teachers, CORAS Leadership, School Support Teams/Centers of Practice

www.cehs.ohio.edu/cc

SEO-TDC History and Organization

Prevailing Question:

How do we create an aligned, agile, system of education that meets the

unique needs of the learner?

Committed Principles Guiding Our Work

• We will commit to this team

• We will produce tangible results

• We will recognize the particular contexts of districts and schools

• We will communicate with superintendents, principals, teachers, and school counselors

• We will gather systematic regional and national data

• We will involve other persons from our institutions as needed

What We Will Do:

Committed Principles Guiding Our Work

• We will not end the year without achieving our expected results/deliverables

• We will not compete with each other

• We will not impose ourselves on the public schools (instead, we will work with them from where they are)

• We will not allow barriers and challenges to detour us from our goals/purposes

What We Will NOT Do:

Why a Collaborative?

Benefits:

United for Education of Appalachian Students/Schools

Synergistic Relationship

Build on Strengths of Each IHE Partner

Pronounced Needs in Appalachian Area

Reduced Funds Necessitate Fiscal Responsibility

High Accountability for All Educational Entities

Why a Collaborative?

Challenges: Time for Meetings and Planning

Monthly schedule F2F or tech connection Distances

Alternate meeting locations in SE regionCoordination

Talented facilitator, neutral and focused on goalsCompeting Interests

Find common goals to focus Fiscal

Grants, business partners, conference registrations, IHE commitment

Supporting the Work of the Region’s P-20 System of Education

Phyllis McQueen, ChairUniversity of Rio Grande

Bunce School of Education

SEO-TDC Outcomes 2010-12Professional development positioned to address local

and national challenges

SEO-TDC Outcomes 2010-12

-Building capacity of Teacher Mentors

Online Modules –Teacher Quality Matters

Module I: Mentoring 101

Definitions

The Importance of MentoringFaculty’s Experience with Mentoring

Module II: Mentoring Across The Continuum

Emerging • Developing • Proficient

Accomplished • Distinguished

Module III: Effective Mentoring Styles of Current Teachers

Mentoring Styles Assessment InstrumentFeedback from the two focus groups was used to inform the development of the mentoring styles assessment instrument. Key points included:

• Use of language: “student teacher” vs. “professional intern”

• All items should have the same number of responses

• The level of experience of both the cooperating teacher and the student teacher should be clearly identified

• The instrument was piloted via email beginning Dec. 7, 2011 and ending Dec. 21, 2011, using graduate students and teachers as participants

Mentoring Styles Assessment InstrumentThree Domains

1. Cognitive Style (Analytic/ Intuitive)

2. Interaction Style (Directive/Collaborative/Non-Directive)

3. Problem Solving Style (Convergent/Divergent)

Mentoring Styles Assessment InstrumentThe instrument will be used in Module III of the Mentor Quality Matters (MQM) professional

development online experience

• Accompanied by peer-reviewed literature and relevant research as a framework.

• Workshop participants learn which styles of mentoring are most effective when mentoring pre-service candidates.

• The mentoring styles assessment instrument will be attached to the online MQM professional development workshop, in the form of a pre- and post-test.

Additional SEO-TDC Outcomes 2010-12 • Assessment instrument to evaluate mentoring

styles and effectiveness of mentoring relationships

• White paper on delivering professional development in relation to the context of schools and local communit

• Teacher Performance Assessment Support.

• Development of Clinical Curriculum for Teacher Education

Teacher Performance Assessment

• TPA Coordinators from partner institutions met to share information, ideas, and strategies for implementation

• Will identify ways to share resources and contacts for partnerships and trainings

• Lead integration of assessment concepts into preparation curriculum

and supervision

Clinical Curriculum

Design Framework

Ohio Standards for Teaching• covers a complete spectrum of teaching skills and

aligns well with the Ohio Continuum of Teacher Development

Ohio Continuum of Teacher Development • emerging level provides point of connection

between

preservice and inservice

Clinical Curriculum

Potential Benefits

• Communication

• Common Conceptual Framework

• Collaboration

• Common language

Paul Madden, Chair & Interim Associate Provost

Shawnee State UniversityDepartment of Teacher Education

Regional School SupportDual credit teacher credentialing

program development

• SEO-TDC continues to support the efforts of Dual Enrollment. A Dual Enrollment Summit, held Nov 21st at Shawnee State, garnered nearly 30 attendees from throughout the region.

• Ohio Board of Regents (Dr. Tom Bordenkircher) attended and offered his perspective. SEO-TDC is working with the OBR and the STEM Grant Project to develop a model that could be used throughout the region and all of Ohio.

Regional School SupportRace To the Top Support

Regional School SupportSchool Improvement Support

• SEOTDC Institutions offer assistance to an area High School and a local School District.  The two specific areas of need identified by the High School are Common Core and Special Education.

• The School District receives 1 free consulting day per month to assist the superintendent in any areas she designates or specifies to advance her leadership of the district. Key personnel utilized in this area: Ohio University, Stevens Literacy Center; Faculty in the Education Administration program at Ohio University.

• These two examples demonstrate the ability of SEOTDC to meet regional needs by using the specific strengths of individual members on behalf of all.

Global Institute 2011:Ohio Educators Going Global

Goals of Conference• Share best practices in

international education

• Obtain new resources and tools for internationalizing across the curriculum.

• Network with Ohio and international PK-20 educators.

• Develop an action plan for implementation in their classrooms, schools and districts.

178 educators from across Ohio

Held at Ohio University

Regional Conference:Appalachia from an Assets Perspective

Focus on Assets of Appalachian culture and community to enhance teaching and learning

Participants:

• Teacher Candidates

• P-12 Educators and Administrators

• IHE Faculty

• Community Agency Representatives

Held on campus of Shawnee State University

Appalachia from an Assets Perspective

Year-One Highlights:

• Dr. David Lucas, University faculty and “Folknographer”

• Former state senator and executive director of Coalition of Rural and Appalachian Schools

• Ohio’s Deputy Superintendent for Public Instruction

• Five general and concurrent sessions

Appalachia from an Assets PerspectiveYear-Two Highlights:

• Resource Panel for Educators

• Dr. James M. Gifford, CEO and Senior Editor of the Jesse Stuart Foundation

• Author, Connie Nordhielm Wooldridge

• Presentations by Ohio’s State Superintendent and Associate Superintendent for Public Instruction

• 13 concurrent sessions

Appalachia from an Assets Perspective

2011 conference attendees

Choose Appalachian Teaching(CAT)

• Provides scholarships to HS Math and Science

• First CAT Scholar graduated this past May and is now teaching HS Math Highland County

• Second CAT Scholar graduated in December and is looking for a science teaching position

Choose Appalachian Teaching (CAT)

Total 6 25 25

Virtual STEM Hub Grant Project

• $1 million grant from Ohio Board of Regents• Aspects of the Program• STEM courses• Labs• Summer programming• PD for schools in the region

Future Challenges and Opportunities

Future Challenges and Opportunities

Full Scale of Teacher Performance Assessment

• Meeting to share information, ideas, and strategies for implementation

• Collaboration for sharing resources and partnership contracts

• Dissemination of unified information for school partners

Future Challenges and Opportunities

Responding to Raising the

Bar through Recruitment Initiative

Future Challenges and Opportunities

Collaboration with Grant Opportunities

Future Challenges and Opportunities

Assisting P-12 Schools

Q&A