Rogi Lessons Sloan C Final
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Transcript of 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.