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Explore the innovative collaboration and success in the Master of Arts in Teaching (MAT) program led by Dr. Virginia Pilato at UMUC in Oregon, with a focus on practical field experiences and personalized learning approaches.
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NASDTEC ConferencePortland, OregonJune 8, 2015 Innovative Collaboration for New Teacher Success Dr. Virginia (Jennie) Pilato Professor and Vice Dean, Department of Education
UMUC MAT Program • Largest pubic online university in the United States • Founded as part the University of Maryland after WWII to serve returning military personnel • Mission: To serve adult professionals worldwide • In 1974 became a separate state university as part of the state university system • Brand new mascot: The Nighthawk – students do a lot of their coursework at night!
Master of Arts in Teaching Program • Initial MAT program opened in 2001; redeveloped and reopened in 2009 • Secondary grades 7-12 only: all major content areas • 30 credits; five 6-credit online courses; 3 full semesters/year • Online coursework with face-to-face and virtual field experiences in all courses • Seven-week virtual practicum plus professional seminar • 17-week face-to-face, in-school internship plus professional seminar
Who are the MAT teacher candidates? • Career changers who are working throughout their program till their internship semester • In Maryland • In other states • In other countries • In the US military • Military spouses • Parents, grandparents • Vastly varied backgrounds; all committed to teaching careers
Innovation in the MAT – samplefrom field experiences • Relationships with candidates online are personalized and aimed at bringing the most authentic and current experience into the online classroom. • Virtual field experiences embed expert teachers, e.g., a National Board Certified teacher, and a recent MAT graduate who is an early career expert teacher (has “walked in their shoes”). • Collaboration between professor and experts incorporates school, district, state, and national perspectives • The two experts co-teach parts of the Reading and Multiple Literacies course with the course professor.
Innovation in the MATThe Florida Virtual Schools Practicum • UMUC MAT candidates learn in the UMUC online environment. • They rapidly learn to explore and master new technology tools and strategies. • In their next to last course they serve an intensive 7-week practicum working like a student teacher with a mentor teacher in the FLVS learning environment. • They have intensive FLVS-provided training prior to getting started. • UMUC MAT staff and FLVS collaboratively plan the experience. It serves FLVS students & UMUC MAT candidates.
FLVS serves 450,000 students worldwide • Florida state school, operated by the state • FLVS looks for great teachers then trains them to be great online teachers • Free to FL residents, not free to out-of-state students • Title I school • Teachers step into the student world, not the reverse • Strong focus on relationships with parents
The Practicum: MAT Candidate Experience • Criminal background check in Florida • Opportunities to expand knowledge of instructional technology • Immersion in pedagogy and methodology of online K-12 classrooms • Advancing time management skills • Communicating and engaging with parents and students • Personalizing learning • Observing with teachers the induction of new teachers • Actively evaluating the practicum as it is experienced • Support & guidance from FLVS mentor teachers and staff
The Practicum: Weekly Expectations • Communication with FLVS mentor teacher on schedule for the week • Available 10-12 hours per week for synchronous and asynchronous activities, including teacher shadowing, grading, tutoring, open office hours, conducting live lessons, calls to parents, assisting with live lessons • Weekly expectation to meet all deadlines
MAT Course Deliverables by Candidates • Complete FLVS workbook – tracks completion of preparation and practice activities – Reviewed by MAT & FLVS staff • Present/moderate at least 2 FLVS-created live lessons; one recorded and self-assessed and reviewed by course professor • Submit 3 reflections on work with FLVS, commenting on what they did and how to improve • Create an Assessment Portfolio of 7 different assessments based on FLVS standards and learning objectives • NEWS: FLVS mentor teachers rated 92% of the Spring 2015 candidates as “outstanding” or “very good”!
Challenges in collaboration when your program serves locally, nationally, and abroad • Maryland is a STRONG PDS state: Tough to be so locally focused. SO: The MAT builds some close local school relationships and works with a regional advisory board. • As an ONLINE university in a non-online education community, it is tough getting timely placement support where long-term district-university ties are tight. SO: The MAT keeps working toward mutually beneficial arrangements. • Candidates are ADULTS, who are sometimes impetuous and impatient with delayed field placements. SO: MAT staff is patient, kind, clear, supportive, a “saint” to MAT candidates.
And What of MAT Candidate Success? • MAT candidates have highest retention in The Graduate School. • They meet CAEP-required program standards. • They get the jobs they seek in their districts. • Districts applaud their content knowledge, their advanced skills with instructional technology, and their teaching skills. • Graduate follow-up surveys point to high satisfaction with the program, and a high level of confidence as new teachers in diverse schools. • Anecdote: One of the 2015 graduates wants to move to FL to teach in FLVS! (Residency is required.)
QUESTIONS? Your thoughts? Your questions? Your recommendations? My contact information: virginia.pilato@umuc.edu