NASDTEC Conference

Portland, OregonJune 8, 2015

Innovative Collaboration for New Teacher Success

Dr. Virginia (Jennie) PilatoProfessor 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 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