TI.4.b – Rationale for and evidence of changes in TI implementation
Refinements to the Pirate CODE
We do not deem the changes noted below as significant, rather we view them as refinements to the
original TI/Pirate CODE submission. The refinements reflect the evolution of the Pirate CODE
innovations and the increased research capacity of lead faculty involved with Pirate CODE
innovations.
1. Shift in the R&D language used to describe the stages of implementation.
Figure 3 in the original ECU TI Proposal, the Pirate CODE, outlined a five-step research and development
(R&D) methodology from problem analysis through adoption. While the language used in this model
aligns with the research literature, it lacked stamina as the Pirate CODE components were developed
and implemented. Faculty were led by the College of Education dean to use a language of
implementation which differed from the R&D methodology language. This became the common
implementation language among the faculty and is now a part of the faculty’s lexicon as they converse
about the Pirate CODE.
Additionally, the Pirate CODE elements were originally called “projects,” or “components,” or even
“project components.” As implementation continued, the faculty settled upon referring to the Pirate
CODE projects as “innovations.”
The changes highlighted in the table below reflect the original implementation language used at each
step of Pirate CODE innovation implementation and study and the current implementation language.
Original TI Language
Current TI Implementation Language
Problem Analysis
Squishy Pilot
Protoype Design
Formal Pilot
Field Test and Iterative Refinement
Refinement & Expansion
Summative Evaluation
Scale Up
Component Adoption with Evaluation Monitoring
Impact and Reflective Studies
2. Pirate CODE Innovation Changes
Changes in Proposed Major Research Questions
ADD up to 500 characters to align with updated table; link to table.
Pirate CODE
Goals and Objectives Proposed Major Research Revised Major Research
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14a_Evidence_of_TI-related_Changes_to_Candidate_Knowledge.docx
Innovation
Introductory
Clinical Observation
for Novice
Observers/Video
Grand Rounds
Develop and validate
a structured
observation protocol
using video segments
prior to field
experiences
ISLES Instructional Design a series of
Strategies Modules online modules to
increase knowledge of
select, researchbased, instructional
strategies
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Questions
Questions (as of May 2014)
Will the incorporation of
classroom video segments
for observation in
conjunction with an
observational guide result
in higher quality classroom
observations and student
course satisfaction than
the traditional
unstructured observation
process in the current
ELEM 2123 course?
1. Is there a difference between
teacher candidates’
observations skills and
knowledge transfer from video
observation to observations in
the field when candidates are
exposed to the VGR
(incorporation of classroom
videos for observation,
structured observation
protocol, in-class debriefing
conversations) model?
2. How do opportunities to
observe, reflect upon, and
discuss videos of classroom
interactions affect teacher
candidates’ observations of and
reflections on local classroom
interactions?
3. In what ways do observation
skills and knowledge transfer
from VGR (incorporation of
classroom videos for
observation, structured
observation protocol, in-class
debriefing conversations) to
non-structured observation
events?
How effectively do interns
apply ISLES instructional
strategies in authentic
classroom settings?
1. What elements comprise
fidelity of implementation
measure?
2. To what extent, if any, can
fidelity of implementation
measures be validated?
3. What practical challenges are
inherent in implementing
fidelity measures?
4. What is the fidelity of
implementation regarding the
ISLES (ISLES 1,2,3) module
series?
5. Do candidates appropriately
utilize ISLES strategies?
6. To what extent, if any, is the
candidate performance on
ISLES 3 predictive of edTPA
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Task 2 performance?
7. To what extent, if any, is the
edTPA predictive of positive
student achievement (VAM)?
8. What is the variation of
edTPA performance in relation
to the fidelity of ISLES
implementation?
edTPA Preparation
Modules
Integrating ISDDevelopment
Strategies
Incorporate edTPArelevant instructional
development
strategies leading to
effective edTPA
module design and
implementation
Were candidates able to
display mastery of and
incorporate the series of
ISD strategies in effective
simulated and actual
edTPA tasks?
Not applicable.
Clinical Internship
Observation Model
Support with
Instructional
Coaches
Provide coordinated
support for enhancing
clinical internship
effectiveness using a
coaching model
What impact does the
instructional coach have
on the pre-service
teacher’s ability to
effectively use the TQP
instructional strategies?
(1) Do ECU graduates that
received instructional coaching
impact student achievement at
higher rate than ECU graduates
that did not receive coaching?
(2) Do ECU graduates that
received instructional coaching
returrn for a second year of
teaching at a higher rate than
ECU graduates that did not
receive coaching? (3) What
impact does instructional
coaching have on the use of
effective instructional practices
in the clinical internship?
Clinical Internship
Model for
Coordinating
Clinical Support and
Professional
Development
Develop a
professional
development model
to link and clarify the
roles of clinical
teachers, university
supervisors, and
instructional coaches
during the internship
What impact does the
revised professional
development model have
on the clinical internship
model? Does professional
development increase the
ability to effectively
support interns?
How effective is the
internship coordination of
the roles of
communication between
clinical teachers, university
supervisors, instructional
coaches, and faculty?
(1) What components are
necessary for on-line training
modules for CTs and USs to
be effective? (2) Given limited
financial support, what
configuration of support teams
for teacher education
candidates is most effective
and plausible?
Clinical Internship
Experiment with
Of the co-teaching models (1) Is there a difference
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Experience CoTeaching Model
different co-teaching
models to optimize
teacher candidate
learning
being implemented, what
differences exist in the
teaching ability of the
participants as compared
to traditional placements?
between the student
achievement of K-12 students
placed in co-teaching
classrooms from the student
achievement of K-12 students
not placed in co-teaching
classrooms? (2) Is there a
difference between the
readiness to teach of
candidates placed in c-teaching
classrooms from that of
students not placed in coteaching classrooms? (3) Which
model of co-teaching (2:1 or
1:1) has greater impact on K-12
student learning? (4) Are
teacher candidates who are
prepared using the co-teaching
model more collaborative than
teacher candidates prepared in
the traditional model? Are
there difference between the
collaboration of 2:1 teacher
candidates and 1:1 teacher
candidates? (5) How does coteaching impact the teaching
efficacy of candidates? (6) How
well does the teacher candidate
that co-taught during the
internship perform the first
year teaching solo in the field?
edTPA
Administration
Develop a replicable
model for edTPA
implementation to
improve candidate
readiness, consistency
of instruction, and
inter-rater reliability
Was the edTPA
administrative model
successful in implementing
the edTPA summative
portfolio, collecting the
necessary data, and the
scoring candidate
performance?
1. How can the fidelity of edTPA
implementation be improved?
2. To what extent does
performance on the edTPA
predict student achievement of
beginning teachers?
3. What is the relationship
between local evaluations and
national scores?
4. Is candidate performance on
embedded signature
assessments predictive of
performance on the edTPA?
5. What is the effect of
pathway on edTPA
performance?
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2.b. Status of Innovation Implementation
ADD up to 500 characters to align with updated Implementation Timeline table; link to table.
Pirate CODE Innovation
Goals and Objectives
Significant Changes in Component (as of May 2014)
Introductory Clinical
Observation for Novice
Observers/Video Grand
Rounds
Develop and validate a
structured observation protocol
using video segments prior to
field experiences
The VGR Model will continue in the same format for
another year with additional data collection for
research as new programs pilot VGR in an online
setting and in the k-12 licensure area.
ISLES Instructional
Strategies Modules
Design a series of online
modules to increase knowledge
of select, research-based,
instructional strategies
The ISLES modules will continue in the same format
for another year with additional data collection for
research. Faculty training will be offered online.
Fidelity of implementation will be studied.
edTPA Preparation
Incorporate edTPA-relevant
Modules Integrating ISD- instructional development
Development Strategies strategies leading to effective
edTPA module design and
implementation
This innovation did not move beyond the formal pilot
phase in Fall 2013. The significant change here is that
the edTPA Prep Modules are no longer an innovation
in the Pirate CODE.
Clinical Internship
Observation Model
Support with
Instructional Coaches
Provide coordinated support for Clinical Internship Support with Instructional Coaches
enhancing clinical internship
ends in 2014, Year 5 of TQP Grant funding.
effectiveness using a coaching
model
Clinical Internship Model
for Coordinating Clinical
Support and Professional
Development (CODE PD)
Develop a professional
development model to link and
clarify the roles of clinical
teachers, university supervisors,
and instructional coaches during
the internship
We recognized the benefit of employing instructional
coaches to support the development of teacher
candidate interns. Due to financial constraints,
however, the position of instructional coach will not
continue. Discussions were held to consider how
university supervisors’ positions and work could be
reconfigured to envelop the work of instructional
coaches.
Clinical Internship
Experience Co-Teaching
Model
Experiment with different coteaching models to optimize
teacher candidate learning
The Co-Teaching Model will continue in the same
format for another year with additional data
collection for research. Co-Teaching training will be
offered online.
edTPA Administration
Develop a replicable model for
edTPA implementation to
improve candidate readiness,
consistency of instruction, and
inter-rater reliability
2.c. Assessment of Specific Project Component Feasibility and Outcomes
Add up to 500 characters here to reflect changes in Data Collection at the different phases of
implementation - which data collection measures materialized? which didn’t? which changed?
Following Table 2, this section details the major forms of data used in the development and validation of
each project component across the four Phases of the R&D development process. Phase 5 data
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collection will consist of the same forms of data as Phase 4.
Table 6: Specific Research on Practice Model Project Component Outcomes and Feasibility
Table 6: Specific Research on Practice Model Project Component Outcomes and Feasibility
Project
Code
Project Component
Goal
Major Success Indicators
Research Data Collection
1
Introductory
Clinical
Observation for
Novice
Observers/Video
Grand Rounds
Develop and validate
a structured
observation protocol
using video segments
prior to field
experiences.
More coherent observation
reports of video and classroom
observations and more focused
follow-up discussions (vs.
controls).
Phases 1-2: Interviews/ surveys of
education professionals re:
Adequacy of the model
Phases 3-4: Participant student
observation reports and discussions;
comparison of participant student
observation reports vs. comparison
students.
2
ISLES
Instructional
Strategies Modules
Design a series of
online modules to
increase the
declarative,
procedural, and
conditional
knowledge of selected
instructional
strategies.
Assessment of student mastery
of procedures for using TQP
teaching strategies within
teacher education
coursework tests in
combination with evaluation of
effectiveness of classroom use
of strategies as evaluated by
faculty, university supervisors,
and clinical coaches.
Phases 1-2: Interviews/ surveys of
educational professionals re:
Adequacy of the model
Phases 3-4: Student performance on
course-tests; proficiency in
implementing strategies in
classroom settings;
interviews/surveys of participant
students and clinical support
professionals re: Student classroom
performance.
3
edTPA Preparation
Integrating ISDDevelopment
Strategies
Incorporate edTPArelevant instructional
development
strategies leading to
effective edTPA
module design and
implementation.
Assessment of student mastery
of procedures for using the
ISD-development strategies for
TPA-focused instruction within
core teacher preparation
coursework using both tests
and applications applying the
ISD development strategies.
Phases 1-2: Interviews/ surveys of
educational professionals re:
Adequacy of the model
Phases 3-4: Student performance on
course-tests; proficiency in
developing and field-testing multilesson instructional
(teaching) sequences;
interviews/surveys of participant
students and clinical support
professionals re: Student course-test
achievement and classroom
performance.
4
Clinical Internship
Support with
Instructional
Coaches
Provide coordinated
support for enhancing
clinical internship
effectiveness using a
coaching model.
Evaluation of the feasibility
and effectiveness of the
observational model during
internship based on
observational data and
complementary surveys of
interns, classroom teachers,
and supervisors.
Phases 1-2: Interviews/ surveys of
educational professionals re:
Adequacy of the model
Phases 3-4: Observational data of
student classroom performance;
Interviews/ surveys of students and
educational professionals.
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5
Clinical Internship
Model for Clinical
Support and
Professional
Development
Develop a
professional
development model to
link and clarify the
roles of clinical
teachers, university
supervisors,
instructional coaches
during the internship.
Evaluation of the feasibility
and effectiveness of the clinical
support model based upon
qualitative views of the three
categories of professional
participants supporting the
internship experience.
Identification of qualitative
improvements to internship
support process will also be
identified and documented.
Phases 1-2: Interviews/ surveys of
educational professionals re:
Adequacy of the model
Phases 3-4: Interviews/ surveys of
students and educational
professionals re: perspectives
resulting from the model
implementation.
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Clinical Internship
Experience:
Co-Teaching
Model
Experiment with
different co-teaching
models to optimize
teacher candidate
learning as an
alternative to
traditional student
teaching.
Evaluation of the feasibility
and effectiveness of the coteaching clinical internship
model within the internship
classroom setting based upon
direct observation, the views of
clinical teachers, and an
assessment of differential
achievement outcomes of K-8
students vs. demographically
similar students.
Phases 1-2: Interviews/ surveys of
educational professionals re:
Adequacy of the model
Phases 3-4: Interviews/ surveys of
students and educational
professionals re: perspectives
resulting from the model
implementation; Determination of
the effect of the co-teaching model
on the academic achievement of K-8
students vs. classrooms with no
interns.
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edTPA
Administration
Develop a replicable
model for edTPA
implementation to
improve candidate
readiness, consistency
of instruction, and
inter-rater reliability.
Documentation of the
effectiveness of the phased
implementation framework for
developing the capacity of
College faculty to be engaged
in the implementation of the
TPA. Evaluative data will
include assessment of faculty
proficiency resulting from TPA
training and of the consistency
of faculty ratings of student
TPA performance materials.
Phases 1-2: Interviews/ surveys of
educational professionals re:
Adequacy of the model
Phases 3-4: Interviews/ surveys of
educational professionals re:
Effectiveness of the different
elements of the TPA administrative
model (e.g., outcomes of faculty
training; reliability of faculty TPA
scoring.
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