NASDTEC Conference
Portland, Oregon
June 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 – sample
from 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 MAT
The 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