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TEEACH Video Clip

TEEACH Video Clip . Eye On Teacher Quality In other words, a child has roughly a 15 percent chance of being assigned to a great teacher in any given school year.” (Walsh, 2007, p. 2). What are the Contributing Factors? Executive Summary: Key Findings

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TEEACH Video Clip

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  1. TEEACH Video Clip

  2. Eye On Teacher Quality In other words, a child has roughly a 15 percent chance of being assigned to a great teacher in any given school year.” (Walsh, 2007, p. 2)

  3. What are the Contributing Factors? Executive Summary: Key Findings (State Teacher Policy Yearbook: Progress on Teacher Quality, 2007) “States do not ensure that special education teachers are well-prepared to teach students with disabilities.”

  4. What are the Contributing Factors? Current pre- and in-service models cost millions of dollars, but rarely include an accountability measure linking teacher performance to student outcomes (Teaching At Risk: A Call to Action, 2004).

  5. What are Contributing Factors? “Rather than acknowledging that they have real problems to confront, education schools have for the most part continued to do business as usual. Dismissing their critics as ideologues and know-nothings, too many have chosen to ignore not only their own shortcomings, but also the extraordinary changes in the nation and world that should have led education schools to reevaluate the ways in which they prepare educators” (Former President of Teachers College, Columbia University Arthur Levine).

  6. Moving Toward Solutions: Eight Questions on Teacher Preparation: What Does the Research Say? A Summary of Findings (Education Commission of the States) Five Recommendations: • Design preparation programs based on the research. • Integrate innovative and emerging technologies. • Conduct rigorous performance-based research investigations. • Pioneer program partnerships with business and industry, professional organization, and state/federal policy makers. • Collaborate with colleges and schools outside the walls off education (i.e., Arts & Sciences, Business, Law).

  7. Apple Video Clip

  8. Are you thinking differently? In the next three minutes, please list the 17 famous people featured in the 1997 Apple commercial --“Think Different”.

  9. Generation M • Media saturated lives • 6.5 hours a day with media - equivalent of a full-time job (44.5 hours a week) • 26% of the time young people are using media, they’re using more than one medium at a time • Exposed to the equivalent of 8.5 hours a day

  10. More on Generation M • 8- to 18-year-old lives in a home with an average • 3.6 CD or tape players, • 3.5 TVs • 3.3 radios • 2.9 VCRs/DVD players • 2.1 video game consoles • 1.5 computers. • 24% live in homes with five or more TVs • Cable or satellite TV service is widely available (more than eight in ten young people have one or the other), and a majority of youth (55%) get premium channels such as HBO at home.

  11. Revolutionary Programs Project TEEACH Special Education Personnel Preparation Project LEAD Special Education Leadership Preparation

  12. PROJECT LEAD • Create online portfolios in “Livetext” • Earn certification in how to teach online classes • Complete internships in Washington, DC • Co-teach university classes • Supervise interns • Attend special education and content area conferences • Publish and present on current research

  13. LEAD CONTENT AREA PROJECTS Project ASD – Preparing teachers to work with students with Autism Spectrum Disorder TJEEI Research Clinic (math, science, reading) Project CENTRAL PDP (State funded) Professional Development Partnership SIG (state funded) State Improvement Grant Promoting Inclusive Practice for Content-Area Reading Through Evidence-Based Video Models. PIPS Project (OSEP funded) Project ESTEP PFITS (OSEP funded) Family Infant Toddler Developmental Specialists Lockheed Martin/UCF Mathematics and Science Academy Virtual Classroom CSTeP – Collaborative Secondary Teacher Preparation for All Students The “Learning Stream” PACE Paraprofessional Grant Preparing Diverse Special Educators Using Alternative Course Delivery Modes and Mentoring TATS – Technical Assistance Training System Project NuestrosNinos/Our Children Preparing Highly Qualified Personnel to Serve Students with Severe/Profound Disabilities

  14. PROJECT LEAD • Insert Project LEAD scholars’ photos or interviews here

  15. PROJECT TEEACH • Produce Data Driven Teacher Work Samples –Including Co-Taught Units • Complete Internships in Mild and Severe Disabilities • Participate in Transformational Mentoring Team Activities • Attend and Present at Special Education Conferences • Conduct an Action Research Project • Use Technology to Improve Evidence-Based Classroom Practices • Earn Elementary Special Education Certification

  16. Meet the Scholars • Scholar Interview Video File

  17. LEAD&TEEACH • Using technology to enhance productivity and to improve teaching • Working on interdisciplinary projects and teaching in inclusive classrooms • Collaborating with families • Increasing content knowledge in the field of general education

  18. Spotlighting Two Technology Innovations Project LEAD Virtual Classroom Training Simulation-based learning E-mentoring ASD Videos Brown, 1999 Dieker et al., 2006 Fischler, 2007 LiveText eLearning (Blackboard Vista) eMentoring Electronic Portfolios Innovative Technology Practices (second life, video creation, text messaging, web mentoring) • Project TEEACH • Virtual Bug in Ear Coaching • Performance-based feedback • Scheeler, Ruhl, &McAffee, 2004 • Rock et al., in press

  19. Technology Demos Project LEAD Project TEEACH

  20. TeachME™ • Virtual Classroom Video Clip

  21. Virtual BIE Coaching • BIE Coaching Video Clip

  22. Challenges & Solutions Project LEAD Preparing leaders and teachers Upscaling our work Built to last (clinic, virtual classroom, technology projects) Funding Flexibility Patience Perseverance Creative Problem Solving Task Commitment • Project TEEACH • Bluetooth audio challenges • Bandwidth limitations • Skype call interruptions • Pamela call recording inconsistencies • Technical support constraints

  23. PROJECT LEAD STUDIES DISSERTATION RESEARCH • Effects of Three Instructional Schedules on the Skill Acquisition and Generalization in the Use of Two-way Radios to Report Task Completion by High School Students with Moderate Intellectual Disabilities • Early Reading and Assistive Technology • Biofeedback for Children with Autism • Anchored Instruction and Inclusive Practice • Qualitative Inquiry of Teacher’s Ability to Provide Skills-Based and Culturally Responsive Instruction to Multicultural Learners in the Area of Reading • Elementary to Middle School Transition for Diverse Populations of Students with Disabilities • An Investigation of the Proficiency Level of High School Students with Autism and Mental Retardation within Community-Based Job Settings: • The Relationship Between the Use of a Hand-held Computer Compared to Staff Modeling for Accurate Novel Job Skill Acquisition and Student Learning • Co-teaching in Secondary Social Studies Using Video Models of Literacy Circles • Impact of Video Modeling and Peer Mentoring on the Social Skills of Middle School Students with ASD • Web-based Mentoring for Black Males Identified as E/BD • Video Discussions in Middle School Co-Taught Mathematics Classrooms

  24. PROJECT TEEACHStudies *Study 1 “Can You Hear Me Now?” Teacher Education & Special Education Study 2 “One Year Later” Action in Teacher Education Study 3 “Spring Slice Without Feedback” The Teacher Educator Study 4 “Feedback: Close-up and Personal ” Teaching and Teacher Education

  25. Discussion Questions • What likely impediments face key project personnel endeavoring to incorporate emerging technologies that enhance leadership and personnel preparation programs? • What ethical and moral dilemmas emerge from use of virtual and/or online technologies in teacher education research and practice? • How can the technologies be best used to advance research in the fields of general and special education teacher and leadership personnel development programs?

  26. Final Thought “The effectiveness of any broader education reform –including standards, smaller schools, and choice – ultimately depends on the quality of teachers in the classroom” (Teaching at Risk: A Call to Action published by The Teaching Commission, 2004, p.15)

  27. Creative Design & Technical Assistance Provided By:UA’s Faculty Resource CenterDr. Marilyn Staffo, Assistant DirectorReata Strickland, CreativeDirectorRick Dowling, Video EditorTeresa Golson, Imaging Lab Supervisor

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