Group Meeting Notes - University of Wyoming · Group Meeting Notes Initial Version of Meeting Notes Form: ... with the knowledge, attitudes, behaviors and skills needed to support

GroupMeetingNotes

InitialVersionofMeetingNotesForm:January2017

TEIGroup: CoordinatingCouncilDate/Time/Location: June15,2017;10:30a.m.viaphoneconferenceMembersinAttendance: CraigAnderson,CoralinaDaly,DickyShanor(forJillianBalow),

DavidBostrom,FredVonAhrens,RobertSchumann,TristanWallhead,JubalYennie,NicholasBellack,SuzanneYoung,RebeccaWatts

SupportinAttendance: N/A

InformationReviewed: RevisionofTEIProposal2017-01ResearchWorkGroupPlanstodefersubmissionofrevisionstoTEIProposals2017-02;2017-03;2017-04RequestfromInstructionalFacilitatorResearchWorkGrouptochangeitsnametoEducatorProfessionalGrowthResearchWorkGrouptoreflectabroadenedscopeforitswork

Discussion: Proposal2017-01Revision(attachedasaddendum) ProposednamechangetoInstructionalFacilitatorResearchWorkGroup

Votes/Actions: UnanimousrollcallvotetorecommendTEIProposal2017-01(ReviewFormincludedatendofnotes)

UnanimousrollcallvotetorecommendtoTEIGoverningBoardanamechangefortheInstructionalFacilitatorResearchWorkGroupto"EducatorProfessionalGrowth"WorkGrouptoreflectanexpansionofthescopeofitsfocusandwork

Deadline/Tasks/Responsibilities: ThenextmeetingoftheCoordinatingCouncilwillbeestablishedoncethe

nextmeetingoftheTEIGoverningBoardissetinSeptember2017.TheCoordinatingCouncilmeetingwillbeapproximatelyfourweekspriortotheTEIGoverningBoardmeeting.

NextMeetingDetails: See"Deadline/Tasks/Responsiblities"above.

CoordinatingCouncilProposedInnovationSecondaryReviewForm

Version2.0–June13,2017

ProposedInnovationNumber2017-01SummaryCommentsRegardingResearchWorkGroupInitialRevision

• Thereareconcernswiththeevaluationcostsaddedtotheproposalasnodetailedbreakdownofdataandmetricstobemeasuredisprovided,e.g.,candidatedemonstrationofskillsdevelopedthroughthesimulationexperiences.Inshort,whatwouldsuccessforthisinnovationlooklike?

• TheCoordinatingCouncilshouldmonitorandsupportthedevelopmentoftheevaluationmodel,includingmetrics.Needmoredetailontheconceptualframeworktowhichtheproposedinnovationwouldbealigned,e.g.,Danielson,Marzano,other.

• TEIwouldhavetomanagethescopeoftheinnovationasearlyaspossiblesothatthecostsaremanaged.• Westillneedtoseefurtheremphasisontheinnovationaspect.MotionbyDavidBostrom:RecommendProposal2017-01totheTEIGoverningBoardforconsideration,withtheconditionsthata)theCoordinatingCouncilmustworkcloselywiththeResearchWorkGrouponthedevelopmentandimplementationoftheinnovation'sevaluationsystem,withsubsequentcyclicalreportingofresults;andb)theResearchWorkGroupmustidentifytheconceptualframeworktowhichtheinnovationisaligned.SecondbyTristanWallheadDiscussion:TheCoordinatingCouncil'ssupportandmonitoringoftheinnovationimplementationwillbeongoing.Forannualevaluations,ifthereisacessationoftheprojectoraneliminationoftheopportunityforagraduateassistantship,TEIand/orUWCOEwouldworktoidentifyanopportunitytoengagetheincumbentinanotherassistantshipopportunity.Vote:Motionpassedunanimouslyonrollcallvote.

RecommendedActionStep: ReturnproposaltoResearchWorkGrouptoaddresskeyconcernsasfollows:

ForwardproposaltoTEIGoverningBoardwithCoordinatingCouncilrecommendationforapprovalwiththeconditionsthattheTEICoordinatingCouncilwillworkcloselywiththeResearchWorkGroupasitdevelopsthedetailsofitsevaluationplan,associatedmetrics,andalignmenttoaparticularconceptualframework..

Date06/15/2017

ResearchWorkGroupProposalForm

PleaseemailcompletedformtoTEIExecutiveDirectoruponcompletion.Version2.0:February22,2017

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InitiativeResearchObjectives

• Identifyhighlyeffectiveevidence-basededucatorpreparationpractices• Identifywhichhighlyeffectiveevidence-basedpracticescanbeimplementedwithfidelityand

rigorinWyoming• Adaptandrefinehighlyeffectiveevidence-basedpracticesforimplementationinWyoming

InitiativeResearchDefinitions

• Candidate–anindividualenrolledinaprofessionaleducatorpreparationprogram• Completer–anindividualwhohassuccessfullycompleteaprofessionaleducatorprogram• EducatorPreparationPractices–professionaltraining,includingcourses,fieldworkinschools

(includingstudentteaching),andotherexperiencesdesignedtoequipprospectiveeducatorswiththeknowledge,attitudes,behaviorsandskillsneededtosupportthesuccessofpre-schoolthroughgrade12(P-12)studentsintheirclassrooms,schoolsandwidercommunities

• Evidence-BasedPractice–practicedevelopedbyintegratingthebestavailableevidenceincludingquantitative(numerical)andqualitativedata.Dataforevidence-basededucatorpreparationpracticeincludebutarenotlimitedto:

o currenteducatorpreparationliteratureo meta-analyses(combineddatafrommultiplestudies)

§ historicalresearch§ experimentalresearch§ non-experimentalresearch§ exploratory,descriptive,andexplanatory(causeandeffect)research

o outcomesdataofP-12studentstaughtbyprogramcompleterso employmentoutcomesofprogramcompleters,includingpersistencethroughinduction

programsandpersistenceintheprofessiono candidateperceptionsofprogrameffectivenesso employer(schooldistrict)perceptionsofprogrameffectiveness

PROPOSAL:2017-01


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InitiativeResearchWorkGroupNameCollegeofEducation

Submittedby DavidYanoski(onbehalfoftheCOERWG)ContactEmail [email protected] 303-766-9199SubmissionDate 5/19/2017ResearchWorkGroupMemberNamesLeslieRush

CynthiaBrock

TerriDawson

JohnHansen

JayHarnack

JanSegerstrom

CraigShepard

WesTownsend

ProposalforPilotImplementation(pleaseprovidenarrative): ProblemStatement:Classroommanagementskills,collegialinteraction,andcollaborationskillshavebeenidentifiedasamajorneedofeducatorprepcandidates.Althoughthetheorybehindtheseskillscanbetaught,theyarereallyonlylearnedthroughexperienceandpractice.Traditionalmethodsforteachingclassroommanagement,personalinteraction,andbest-practiceinstructionalstrategiesdonotprovideenoughpracticeopportunitiesforstudentsoutsideofthesimplerole-playingactivitieswithintheircoursework.Inaddition,becauseUWonlyhasAlbanyCountySchoolsonwhichtodrawforlocalclass-relatedpracticumwork,itisextremelydifficulttoprovideenoughfieldexperiencestopracticetheseskills.Whilegeographicalcontraintsmakeitextremelydifficulttoprovideenoughfieldexperienceoptionsforeducatorstoconsistentlypracticetheseskillsovertime,limitednumbersoffieldexperiencesalsoforceteachercandidatestoreacttoallcircumstanceswhilelearningratherthantargetone’spracticeonasingleskill.

Inordertoincreasepracticeopportunitiesandimprovetheseskills,theCollegeofEducationResearchWorkGroupproposestopilottheuseofMursion/TeachLive,amixedrealityclassroomenvironmentequippedwithprofessionaltechniciansandadiverseclassofstudentavataractors.TheTeachLivelaboratorywillprovideeducationmajorswithadditionalopportunitiestohonetheirteachingmethodsandgainmoreconfidencepriortostudentteachingexperiences.Most


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importantly,TeachLiverepresentsaninnovativeapproachforpreserviceteacherstoacquirenewskillswithoutplacingreal-timeclassesofstudentsatriskduringthelearningprocess.

Proposal:UsefundingfromtheUniversityofWyomingTrusteesEducationInitiativetoconductathree-yearpilotoftheMursionsimulationsystem.Thispilotiscomposedofthefollowingelements:

1. 3-yearaccesstotheMursionsimulationsystem2. Accesstoalibraryofscenariosincludingclassroommanagementsituations,content

instruction,andadulttoadultinteraction(e.g.,parentteacherconferences,evaluationmeetings,coaching,interactionswithcolleagues),

3. Thedevelopmentof4customizedscenarioseachyear(10total)developedinconjunctionwithUWfacultyandpartnerschooldistrictinput

4. 60plushoursofaccesstimeperyearapportionedasfollows:30hourstomethodscourses(EDST3000,EDCI4000),15hourstoschoolleadershipcourses(e.g.,EDAD5030,EDAD5150),and15hoursavailableforpartnerschooldistrictstouseforteacherprofessionaldevelopment

5. Technologyequipmentupgradesasneeded6. Trainingforfacultyonhowtousethesystemandfacilitatefeedbackandreflection

activities7. On-sitesystemmanager8. Thedevelopmentofapartnershipwithseveralschooldistrictstogatherinputon

newscenarios,toidentifyhighneedsareasalignedwithevaluationmodels,andtoexplorewaysthataschooldistrictcouldpotentiallyusethesimulationsystemforprofessionaldevelopmentandpurposes

Outcomes:1. Provideopportunitiesforeducatorprepcandidatestopractice,receivefeedbackon,

andreflectonclassroompractices(e.g.,classroommanagement,contentinstruction)

2. Provideopportunitiesforeducatorprepandeducationleadershipcandidatestopractice,receivefeedbackon,andreflectonadulttoadultinteraction(e.g.,withcolleagues,parents,community,andinevaluationandcoachingsituations)

3. Provideopportunitiesforschooldistrictstoexperimentwithamethodforprovidingindividualandtargetedprofessionaldevelopment.

DescriptionofIntervention:

Mursionisavirtualtrainingenvironmentinwhicheducatorcandidatespracticecomplexinstructionalskills,includingclassroommanagement,contentareainstruction,interactions


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withadults,includingotherprofessionalsandparents,andworkingwithstudentswithspecialneedsinasafe,simulatedenvironment.MursionwasdevelopedaspartoftheTeachLivEresearchprojectattheUniversityofCentralFloridawithfundingfromtheGatesFoundation.Currently,Mursionisinusein65universitiesandk-12schoolsystemsaswellashealthcaresystems,hospitalitybusinesses,andotherbusinesssettings.Mursionusesacomputerbasedmixedrealityenvironmentinwhichcandidatesinteractwithavatarsrepresentingsmallclassesofstudents(uptofiveatatime),otherprofessionals,parents,schoolleadership,orcommunitymembers.Thecomputercontrolsthephysicalmovementsandappearanceoftheavatar.Ahumanactor,orsimulationspecialist,controlstheinteractions.Thesimulationspecialistsareselectedandhighlytrainedtoprovideasauthenticalearningexperienceasispossible.Themixedrealityapproachenableseachsimulationtobehyper-responsivetotheuniqueliveperformanceofeachindividuallearner,allowinglearnerstofullyimmersethemselvesandthusproducesignificantandlastingchangesinpractice.TheblendedmodelalsoenablesMursiontoprovidehighlycustomizedandcost-effectivesimulationexperiences.Mursionworkswitheducatorpreparationfacultiesacrossthecountrytodesign,embedintocoursework,andconsistentlydelivermixed-realitysimulationsforpreserviceteachers.Mursioncurrentlyhashundredsofscenariosspecifictoeducationsettingsinitslibrary.Newscenariosareaddedtothesystemonaregularbasis.Thesystemalsoallowsforcustomdevelopmentofscenarios.Mursioncanbeusedoneononewithcandidatesorinalabsetting,withcandidatestakingturnstointeractandothercandidatesviewingandreflectingontheexperience.UWfacultywouldbepresentinallcasestomanagetheexperienceaswellasprovidefeedbackandguidereflection.TheMursionsystemisdesignedtofocusondiscreteskillsandforcecommonperformanceerrorsfromwhichtraineescanlearn.Itcanalsobepersonalizedtotheindividualcandidate’scurrentlevelofskillbyincreasingordecreasingthedifficultyoftheinteractions.ThesystemalsoallowsformultipleroundsofpracticeandfeedbackprovidedbyUWfacultywithouthavingtoarrangeforfieldexperiences.ThecurrentproposalistopilottheuseoftheMursionsimulationsysteminthreeareas:1.Anundergraduatemethodscourse,2.Aneducationleadershipcourse,and3.Districtusefortargetedprofessionaldevelopment.Thepilotwillusetheexistinglibraryofscenariosandthedevelopmentofcustomscenarios.TheUniversitywouldpurchaseaccesstimefromMursion.AccesstotheMursionsystemiscurrentlystructuredasaseriesofoneyearcontracts,inwhichtheUniversitywouldpurchaseaccesstoapredeterminednumberofhourstobeusedoverthecourseofafullyear.Theuniversitydeterminesascopeofworkfortheyear,whichincludesthenumberofaccesshours,requiredfacilitatorprofessionaldevelopment,andthedevelopmentofcustomscenarios.Underthisone-yearcontract,theuniversityisobligatedtouse(orpayfor)80%ofthecontractedhours.Theuniversitywouldenteritanewcontactwithanewscopeofworkeachyear.


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UsageofthesystemisdeterminedbytheUniversity,Mursionhasnolimitationsonwhomayusethehours.Allusagewouldbecoordinatedandscheduledbythefacultycoordinator,includinganyusagebyoutsidepartners.Usageisscheduledinadvanceintwo-hoursblocks..TheMursionlibraryofscenarioscontainsscenariosdevelopedbyMursion,andcontinuestogrowasnewscenariosaredevelopedbyMursionusers.Althoughtheseareconsidered“stock”scenarios,Universityfacultystillhavealargedegreeofcontroloverhowthescenarioisimplemented.Thecontrolincludespre-planningwiththesimulationspecialist,selectionofteachingandclassroommanagementstrategies,andtheabilitytosetthedegreeofdifficultyfortheuser.Thisdegreeofcontrol,eveninthe“stock”simulations,allowsUniversityofWyomingfacultyanddistrictpersonneltoaddresslocalandstatespecificneeds.Alsonotethaturban,rural,andsuburbanuniversitiesarecurrentlyusingMursion.Consequently,thereareahostofscenariosthatwouldbecommoninruralsettingslikeWyoming.Inadditiontothelibraryofstockscenarios,theMursionsystemallowsforthedevelopmentofcustomscenariosdesignedtomeetspecificcoursecontentandlocalcontextrequirements.CustomscenariosallowfortheinclusionofnewcontentorsituationsnotalreadycoveredbytheMursionlibraryandallowtheUniversityanddistrictpartnerstoaddresssituationsandneedsuniquetoWyoming.Mursioncoordinatestheseactivitiesutilizinganinstructionaldesignprocess.Theystartbyfacilitatingaconversationwiththelocalsiteaboutgoalsandoutcomes,andaskthatthelocalfacultybeavailableforquestions.Afacultystipendisproposedforparticipationinthisprocess.Otherwise,theprocessislargelytakencareofbyMursion,includingbasicscriptingofspecialistresponsesandavatarmovement.Becausetheinfrastructureisalreadyinplace,thedevelopmentofanewscenarioisrelativelystraightforwardandquick.Scenarioscanbecreatedonanas-neededbasis.Itisproposedthatthecoordinationofthisprocessbetheresponsibilityofthefacultycoordinator.Inthefuture,shouldthepilotprovesuccessful,theUniversityofWyomingCollegeofEducationcouldpurchasealicensetothesystem,trainitsownsimulationspecialists,andprovideaccesstothesystemtootherschoolsintheUniversityandtotheschooldistrictsaroundthestate.TheCollegeofEducationcouldchargeforaccesstothesystem,recoupingthecostoflicensing,andmaintainingthesystem.

EvaluationPlan

Aproposedevaluationplanincludesthefollowingcomponents:

Year1:Duringthefirstyearofthepilot,thecoordinatoroftheMursionsystemandagraduateassistanthiredtosupportthesystemwilldevelopanevaluationplanandtoolstobeusedtoassessevaluationquestionsforeachofthethreeaudiencesusingthesystem,includinga)preserviceteachers;b)principalcandidates;andc)in-serviceteachers.ManyuniversitiesintheUSuse,andevaluatetheiruseofMursion;consequently,oneimportant


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aspectofdevelopinganevaluationplanwillincludeseekinginputpertainingtotheevaluationandresearchplansusedbyotheruniversitiesusingMursion.

Year2:DuringthesecondyearoftheMursionpilot,thefocuswillbeondatacollectionandanalysis,usingtheevaluationtoolsdevelopedinYear1.

Year3:DuringthethirdyearoftheMursionpilot,thecoordinatorandgraduateassistantwillcontinuetocollectdataduringthefirstsemester(August-December)andwillusethesecondsemester(January-May)toanalyzethefulldatasetandtodeveloparecommendationfornextsteps.

ResearchQuestions

Thefollowingareproposedevaluationquestionsforeachaudience.Thecoordinatorandthegraduateassistantwillworkwithprogramfacultytoidentifykeyobjectivesandrevisethesequestionstofitdesiredobjectives.

EvaluationQuestionsRelatedtoPreserviceTeachers1. (behaviorchange)Howaretargetedskillsamongpreserviceteachersinfluenced

overtimewithintheMursionsystem?2. (transfer/districtperceptions)Whatarementorteacherperceptionsof

preserviceteacher’sclassroommanagementpriortoandaftertheintroductionofMursion?

3. (studentperceptions)HowdotheexpectationsprovidedthroughMursioncomparetothoseinreal-lifeexperience?

EvaluationQuestionsRelatedtoPrincipalCandidates

1. Whatarethetargetedprofessionalskillsforprincipalcandidates?2. Howaretargetedskillsamongprincipalcandidatesinfluencedovertimewithin

theMursionsystem?EvaluationQuestionsRelatedtoIn-serviceTeachers

1. HowwastheMursionsystemusedbythedistrict(i.e.,whattargetedsupportdidyouseek)?

2. DescribethenatureofsupporttheMursionsystemprovidedtoteachersinyourdistrict?

DataCollection:Datacollectionwillbedeterminedbytheevaluationteamduringthefirstyearofimplementation.ManyofthesourcesofusagedataarealreadycollectedbyMursion,includinghoursofusageandrecordingofsessions.Additionalusagedatawillbecollectedbasedonprocessesdevelopedbythecoordinatorandgraduateassistant.


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Datacollectiononperceptionsofthesystemmayincludesurveys,interviewsorfocusgroupswiththethreeaudiences,and/orstudentlogsofusage,experiencesandreflectionswiththesystem.Datacollectiononbehaviorchangemayusefacultyandstudentsurveysandinterviews,videoanalysisandevaluationrubrics.SeveraloftheschoolscurrentlyusingtheMursionsystemhaveevaluationrubricsalreadydevelopedthatcouldbemodifiedforuseinWyoming.

Proposal’sAlignmenttoKeyPerformanceIndicator(s)1(Checkallthatapply.) ☒StatewideperceptionsoftheUniversityofWyomingCollegeofEducation

☐EnrollmentofWyomingresidentsinUniversityofWyomingCollegeofEducation

☒Continuousimprovementprotocolsforfieldandclinicalexperiences,developedandimplementedinpartnershipwithschooldistrictpartners

☐Executed,activeclinicalpartnershipagreementswithWyomingSchoolDistricts

☒EmploymentofUniversityofWyominggraduatesinWyomingschools

☐NationalaccreditationfromtheCouncilforAccreditationofEducatorPreparation(CAEP),withnoAreasforImprovementorStipulationsrelatedtoCAEPStandard4:ProgramImpact,Component4.3:SatisfactionofEmployers.

☒State-of-the-artCollegeofEducationorganizationalstructure,facilities,andtechnologicalcapabilitiesasmeasuredbyfacultyandcandidatecollaborationandinnovation,candidateperceptionsoftheirexperiences,andoperationalefficienciesasmeasuredbyresourcemonitoringandreporting.

FundingRequesttoSupportPilotImplementation(byAcademicYear)

2017-2018TotalRequest:$68,280

SubtotalAmount:$10,000 Purpose:Accesstosimulationsystemhours

SubtotalAmount:$5,000 Purpose:Customscenariodevelopment

SubtotalAmount:$3,000 Purpose:Equipmentupgrades

SubtotalAmount:$2,880 Purpose:Facultyprofessionaldevelopment

SubtotalAmount:$6550 Purpose:SystemManager

SubtotalAmount:$9000 Purpose:UserStipend

1ListcompleteasofFebruary2017.ResearchWorkGroupswillintroduceadditionalKeyPerformanceIndicatorsforGoverningBoardreviewandaction.


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SubtotalAmount:$31,850 Purpose:ProgramEvaluation

2018-2019TotalRequest$70,400


SubtotalAmount:$5,000 Purpose:Customscenariodevelopment

SubtotalAmount:$2,000 Purpose:Equipmentupgrades

SubtotalAmount:$3,000 Purpose:SchoolDistrictpartnermeetings




2019-2020TotalRequest$67,900


SubtotalAmount:$2500 Purpose:Customscenariodevelopment

SubtotalAmount:$3,000 Purpose:SchoolDistrictpartnermeetings




BudgetNarrativetoSupportFundingRequest:Foreachoftheacademicyearspresentedinthisproposal,weprovidethefollowingrationaletosupportourfundingrequest.

Accessto60hoursofMursion’sclassroomandindividualsimulationsystem:$10,000duringyear1;$13,000duringyear2;$15,000duringyear3.

Accessto60hoursofMursionsimulationswillbedividedacrossspecifiedcoursesinboththeundergraduateteachereducationprogramandthegraduateprincipalpreparationprogram,aswellasschooldistrictswhorequestaccess,withprioritygiventotheCoEprograms,duringthefirstyear.Studentsandinstructorsinthosespecifiedclasseswillplanandimplementeitherindividualorgroupsimulationsessions,asdescribedbelow.

IndividualSimulationSessions:

Learnersindividuallyexperienceuniquescenariosfocusedononeortwodiscreteskillswithlivefeedback.Eachsessionisrecordedforreflectionandcoaching.Designedforprivatepractice,self-reflection,andspacedlearning.Thereisapackageofthreesimulationsessionswithvideoofeachinteractionforfeedbackandcoaching.Thecostofscenariodesignisincluded.Price:$100/learner.


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VirtualGroupWorkshops:

Learnersaregroupedtogetherinteamsof3-5,eachexperiencingatleastonescenariodirectlywiththeavatar(s).Mursion(orourownfacilitator)canfacilitateworkshops.Eachsessionisrecordedforreflectionandcoaching.Designedtopromotepeer-to-peerlearning.Sessionisone,interactivevirtualworkshoplastingapproximatelyonehour.Thecostofscenariodesignisincluded.Price:$200/workshop.

Theincreaseinhourspurchasedduringyears2and3isbasedontheassumptionthatadditionalschooldistrictsand/orfacultymemberswillwishtousethesystemandallowsustopurchaseadditionalhoursofaccessasneeded.

Customscenariodevelopment:$5050peryearduringyears1and2;$2550duringyear3

Mursionprovidesalready-developedsimulationscenariosthatareavailabletousewithinthecostofthehourlyorper-learneraccessdescribedabove.However,itisquitelikelythatinstructorswillwanttodesignscenariosthatarespecifictocourseoutcomesand/orprogramstandards.Customscenariosarebuiltonanindividualas-neededbasis,withthesupportofMursionstaff.Mursionthentrainsitsownstafftoprovidethecustomscenarioforspecifiedaudiences.Developmentofeachcustomscenariocostsapproximately$1000,sothisportionofthebudgetprovidesfor4customscenariosperyearforthefirsttwoyearsofthepilot,whichmaybeusedbythespecifiedcourseinstructorsorbythedistrictsreceivingapprovaltousethesystem.Inaddition,thebudgetincludesa$300stipendforapproximately2-3hoursoffacultytimepreparingforthescenariodevelopment.Weanticipatelessdemandforcustomscenariosinthethirdyearofthepilotbecauseitislikelythatcustomscenariodevelopmentduringthefirsttwoyearswillfocusontheneedsofmethodscourses.

Equipmentupgrades:$2000peryearduringyears1and2

Mursionisdesignedtoworkonanycomputerwithinternetaccess.ExistingUniversityequipment,includingcomputersandprojectors,canbeusedtocreatealabspacesuitablefortheuseofthesystem.Ifneeded,existingspaceswithvideoconferencingequipment,similartotheUniversityoutreachclassroomcouldalsobeutilized.Thisbudgetlineitemisintendedtoprovidemaintenanceandsupplementexistingsystems.Nopurchasesofequipmentareanticipatedatthistime.Weanticipatenodemandforequipmentupgradesinthethirdyearofthepilot.

Schooldistrictpartnermeetings:$3000peryearduringyears1and2

AsboththeCollegeofEducationandourschooldistrictpartnerswillbeengagedinusingtheMursionsimulationsystems,itiscrucialthatindividualsengagedinthepilotmeettosharebestpractices,resolveproblems,developcustomscenariosfortargetedprofessionaldevelopmentandsuggestwaysinwhichthesystemmightbeusedtobestadvantage.Thisbudgetcategoryprovidesfortravelexpenses,mealsandsubstitutepay(ifnecessary)forCoEandschooldistrictparticipantstomeetinacentrallocationinthestatefor2daysoutofeachacademicyear.Duringthethirdyearofthepilot,theexpectationisthattheuniversityandschooldistrictpartnerswillevaluatethesuccessofthesystemanddeveloparecommendationregardingtheuseofthesystemgoingforward.

Faculty/schoolpersonnelprofessionaldevelopment:$2880peryear


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Trainingforusingthesystemtakesapproximatelytwohoursandcosts$160/hr.Anyfacultyorschoolpersonnelusingthesystemwouldneedtotakepartinthetraining.Thisbudgetcategoryincludestrainingfor3personnelfromeachofourthreepilotparticipants:undergraduateteachereducation,graduateprincipalpreparation,andpartnerschooldistricts.

Systemmanager:$6550peryear

OnefacultymemberfromtheCollegeofEducationwillbeprovidedwithaone-coursebuyoutpersemestertoserveasthemanageroftheMursionsimulationsystem,whichwillincludeworkingwithfacultymembersorteachersusingthesystem,scheduling,coordinatingwithMursion,andotherresponsibilitiesasneeded.Inaddition,thegraduateassistanthiredtosupporttheevaluationofthepilotwillbeusedtosupportimplementationofthesystem,especiallyduringyear1.ThesedutiesmayincludeworkingwithfacultytosetupthelabandschedulingsessionswithMursion.

Userstipend:$9000peryear

CollegeofEducationfacultymemberswillreceivea$1000annualstipendasincentivetoinvesttimeandenergyinuseofthesystem.Thisstipendwouldbeawardedbasedonthepercentageofstudentsinthefacultymember’scoursesthatparticipateinsessionswiththeMursionsimulator.

ProgramEvaluation:$25,931peryear

Thislineitemincludescostsassociatedwiththehiringofagraduateassistanttoconducttheevaluation($25,431)andmiscellaneousexpenses($500).Graduateassistantdutieswillinclude:

Year1:Developingtheevaluationplaninconjunctionwiththecoordinator,developingmeasuresasneeded,contactingotherorganizationsthatareusingMursiontogaininsightontheirevaluationefforts,andcoordinationoftheprogramasdescribedabove.

Year2:Collectingandanalyzingdata,coordinationoftheprogram

Year3:Finaldatacollectioninthefall,reportonfindingsinthespring.


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LiteratureReview Reviewedandanalyzedrelevantcurrentliteratureonthebestpracticesforpreparingprofessionaleducators

LiteratureCitations:1. Bell,R.L.,Maeng,J.L.,&Binns,I.C.(2013).LearninginContext:TechnologyIntegrationina

TeacherPreparationProgramInformedbySituatedLearningTheory.JournalofResearchinScienceTeaching,50(3),348-379.doi:10.1002/tea.21075

2. Capizzi,A.M.,Wehby,J.H.,&Sandmel,K.N.(2010).EnhancingMentoringofTeacherCandidatesThroughConsultativeFeedbackandSelf-EvaluationofInstructionalDelivery.TeacherEducation36andSpecialEducation:TheJournaloftheTeacherEducationDivisionoftheCouncilforExceptionalChildren,33(3),191-212.doi:10.1177/0888406409360012

3. Coogle,C.G.,Rahn,N.L.,&Ottley,J.R.(2015).Pre-ServiceTeacherUseofCommunicationStrategiesuponReceivingImmediateFeedback.EarlyChildhoodResearchQuarterly,32,105-115.doi:10.1016/j.ecresq.2015.03.003

4. Gale,E.,Trief,E.,&Lengel,J.(2010).TheUseofVideoAnalysisinaPersonnelPreparationProgramforTeachersofStudentsWhoAreVisuallyImpaired.JournalofVisualImpairment&Blindness,104(11),700-704.

5. Kaufman,D.,&Moss,D.M.(2010).Anewlookatpreserviceteachers’conceptionsof

classroommanagementandorganization:Uncoveringcomplexityanddissonance.TheTeacherEducator45(2),118-136.

6. Kennedy,M.J.,Hart,J.E.,&Kellems,R.O.(2011).UsingEnhancedPodcaststoAugmentLimitedInstructionalTimeinTeacherPreparation.TeacherEducationandSpecialEducation:TheJournaloftheTeacherEducationDivisionoftheCouncilforExceptionalChildren,34(2),87-105.doi:10.1177/0888406410376203

7. Mahon,J.,Bryant,B.,Brown,B.,&Kim,M.(2010).UsingSecondLifetoEnhanceClassroom

ManagementPracticeinTeacherEducation.EducationalMediaInternational,47(2),121-134.doi:10.1080/09523987.2010.492677

8. McPherson,R.,Tyler-Wood,T.,McEnturffEllison,A.,&Peak,P.(2011).UsingaComputerized

ClassroomSimulationtoPreparePre-ServiceTeachers.JournalofTechnology&TeacherEducation,19(1),93-110.

9. Mueller,M.,&Hindin,A.(2011).AnAnalysisoftheFactorsThatInfluencePreserviceElementaryTeachers’DevelopingDispositionsaboutTeachingAllChildren.IssuesinTeacherEducation,20(1),17-34.

10. Scheeler,M.C.,McKinnon,K.,&Stout,J.(2012).EffectsofImmediateFeedbackDeliveredvia

WebcamandBug-in-EarTechnologyonPreserviceTeacherPerformance.TeacherEducationandSpecial44Education:TheJournaloftheTeacherEducationDivisionoftheCouncilforExceptionalChildren,35(1),77-90.doi:10.1177/0888406411401919


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11. Stover,K.,Yearta,L.S.,&Sease,R.(2014).“ExperienceIstheBestToolforTeachers”:BloggingtoProvidePreserviceEducatorswithAuthenticTeachingOpportunities.JournalofLanguageandLiteracyEducation,10(2),99-117.

12. Straub,C.,Dieker,L.,Hynes,M.,&Hughes,C.(2014).UsingvirtualrehearsalinTLETeachLivE™mixedrealityclassroomsimulatortodeterminetheeffectsontheperformanceofmathematicsteachers.2014TeachLivENationalResearchProject:Year1Findings.UniversityofCentralFlorida:Orlando,FL.

13. Straub,C.,Dieker,L.,Hynes,M.,&Hughes,C.(2015).UsingvirtualrehearsalinTLE

TeachLivE™mixedrealityclassroomsimulatortodeterminetheeffectsontheperformanceofscienceteachers:AFollow-upStudy(Year2).2015TeachLivENationalResearchProject:Year2Findings.UniversityofCentralFlorida:Orlando,FL.

14. Sun,J.,&vanEs,E.A.(2015).AnExploratoryStudyoftheInfluenceThatAnalyzingTeaching

HasonPreserviceTeachers’ClassroomPractice.JournalofTeacherEducation,66(3),201-214.doi:10.1177/0022487115574103

15. Tal,C.(2010).CaseStudiestoDeepenUnderstandingandEnhanceClassroomManagementSkillsinPreschoolTeacherTraining.EarlyChildhoodEducationJournal,38(2),143-152.doi:10.1007/s10643-010-0395-z

16. Yılmaz,H.&Cavas,P.H.(2007).Reliabilityandvaliditystudyofthestudents’motivation

towardsciencelearningquestionnaire(inTurkish).ElementaryEducationOnline,6(3),430-440.

SummaryofLiteratureReview:

Theresearchreviewedbelowillustratesthecentralrolethatexperience,practice,andeffectivefeedbackmustplayforpre-serviceteacherstoeffectivelylearncomplexskillssuchasclassroommanagement,collaboration,andcollegialinteraction.Moreover,technologycanserveasapowerfultoolforlearningthesecomplexskills.Finally,preliminaryresearchfindingsindicatethatusersofthesystemnotonlyimprovetargetedskillswithmultipleshortpracticesessions,butalsotransfertheseskillstotheclassroomsetting.

Learningtomanagethemanycomplexdemandsofteaching(e.g.,planningandimplementinglessons,assessingstudentlearning,reflectingonlessoneffectiveness,etc.)isacomplexundertakingforpre-serviceteachers.And,ofallthecomplexdemandsplacedonpre-serviceteachersastheylearntoteach,managingstudentbehaviorcanbeoneofthemostdaunting.Infact,classroommanagementisalongstandingconcern,andoftentimesaseriouspre-occupation,forpre-serviceteachers(Kaufman&Moss,2010).Scholars(e.g.,Yılmaz&Çavaş,2010)haveshownthateffectivepracticecanhelppre-serviceteacherslearntothoughtfullymanagestudentbehaviorduringinstruction.Forexample,inastudydesignedtoenhancepre-service


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teachers’developmentofclassroommanagementskills,Tal(2010)foundthatthethoughtfuluseofin-depthcasestudieshelpedtoimprovepre-serviceteachers’classroommanagementskills.Aswell,meaningfulpracticeworkingwithstudentsandthenthoughtfullyreflectingonthatpracticealsoimprovespre-serviceteachers’classroommanagementskills(Yilmaz&Cavas,2007).

Whetherhelpingpre-serviceteacherslearntomanagestudentbehaviororengageintheothermyriadaspectsofteaching,ahostofscholarsarguethatimmediate,effectivefeedbackplaysacentralroleinfosteringdeeperandmoremeaningfulstudentlearning(Capizzi,Wehby,&Sandmel,2010;Mueller&Hindin(2011).Forexample,usingvideotapeanalysiswithstructuredexpertcoachingandself-evaluation,Capizzi,Wehby,andSandmel(2010)notedsignificantimprovementinpre-serviceteachers’instructionandclassroommanagement.Usingavarietyofothermeanstoprovideimmediateandeffectivefeedback(e.g.,bug-in-eareCoaching;webcamsandBluetooth™technology),otherscholarsnotedsimilarimprovementinpre-serviceteachers’qualityofinstructionandmanagement(Coogle,Rahn,&Ottley,2015;Scheeler,McKinnon,&Stout,2012).

Inadditiontotheuseofmeaningfulpracticeandeffectiveandimmediatefeedback,anumberofscholarshaveexploredhowtechnologycanbeusedasatooltohelppre-serviceteacherslearntoteach.Studiesoftheuseofonlinesimulationsystemsinteacherpreparationhavefoundthatcandidatesperceivethemtobeofgreatvalue,andthatstudentsthatusedthesesystemstopracticescoredhigheronassessmentsofteachingpractice(Mahon,Bryant,Brown,&Kim,2010;McPherson,Tyler-Wood,McEnturffEllison,&Peak,2011).Otherstudieshaveusedblogs,enhancedpodcastsandvideo-basedcaseexamplestohelppre-serviceteacherslearntomanagethecomplexdemandsofinstructionandclassroombehavior(Stover,Yearta&Sease,2014;Kennedy,Hart,&Kellems,2011;Sun&vanEs,2015;Gale,Trief&Lengel;2010).Otherscholars(e.g.,Bell,Maeng,&Binns,2013)havestudiedwaystomeaningfullyintegratetechnologyintostudentteachingexperiences.Belletal.(2013)foundthatthefollowingpracticesimprovedpre-serviceteachers’abilitiestomeaningfullyintegratetechnologyintoinstructionalpractices:participatinginlessonsinwhichtechnologyintegrationwasmodeled,collaboratingwithpeers,andmyriadopportunitiesforfeedbackandthoughtfulreflection.

OngoingevaluationstudiesoftheTeachLivEsystem(thegrantfundedprecursortotheMursionsystem)haveconsistentlyrevealedthatrepeatedshortpracticesessionsusingthesimulationsimprovedtargetedteachingbehaviors,andmoreimportantly,thattheimprovementinpracticewastransferredtotheclassroomsettings(Straub,Dieker,Hynes,&Hughes,2014;Straub,Dieker,Hynes,&Hughes,2015).

AnalysisofCurrentUWTeacherProgramandPractice

Collectedandanalyzedrelevantevidencefromcurrenteducationalpracticeandcurrenteducatorpreparationpractice

EvidenceCollectedandAnalyzed

1. 2015UWCollegeofEducationPrincipalSurvey2. 2016UWCollegeofEducationPrincipalSurvey3. TEITownHallMeetingResponseAnalysis2017


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SummaryofAnalysisofCurrentUWTeacherProgramandPractice WhenaskedhowwellteachereducationgraduatesfromUWmanagetheirclassrooms,22

of55principalsin2016(41.5%)statedeitherextremelywellorverywell.Another25(47.2%)statedmoderatelywell,5(9.43%)indicatedslightlywell,and1(1.89%)statednotwellatall.WhenaskedhowUWteachereducationgraduatescomparedwithothersofsimilarteachingexperience18of53(34%)principalssaidtheyweremoreableorsignificantlymoreable.Twenty-eightprincipals(52.8%)saidtherewasnodifference,and7(13.21%)saidtheywerelessable.

Thesearesimilartoresultsin2015where22of39principals(56.4%)statedgraduatesfromUWwerewellorverywellatmanagingtheclassroomeffectively,12(30.8%)wereaverage,and5(12.8%)werepoororverypoor.WhenaskedhowUWteachereducationgraduatescomparedwithothersofsimilarteachingexperience12of39(30.8%)principalssaidtheyweremoreableorsignificantlymoreable.Twentyprincipals(51.3%)saidtherewasnodifference,and7(17.9%)saidtheywerelessableorsignificantlylessable.

AnanalysisofresponsesmadeduringtheseriesoftownhallmeetingsbetweenFebruaryandMarch2017indicatedthatseveralattendantsnegativelyviewedtheclassroommanagementphilosophiesandskillsofUniversityofWyoming-preparednoviceeducators.However,individualsstatedtherewasalsoaneedforgreaterfundingsourcesandstructureregardingtheuseofsocialworkerstomitigatestudentissuesbeyondthescopeofclassroommanagementskills.Commentsonpage14ofthetownhallsummaryreportfocusexclusivelyonstudentteachingexperiences(asopposedtorecentgraduates).However,theyindicatedlimitedpreparationineffectiveclassroommanagementpriortotheseexperiences,particularlytodefuse“emotionalsituations”andworkwithstudentsthathavespecialneeds.Recommendationthreefromthereportonthesetownhallmeetings(p.3)suggeststhatUWevaluatepre-serviceteachersregardingtheirknowledgeandapplicationofclassroommanagementpractices.Furthermore,theyrecommendthatUWdevelopstrongpartnershipswithschooldistrictstoprovidefieldexperiencesthatestablishandmaintain“astrongclassroomenvironmentwithclearexpectationsforstudents.”

Althoughnotdirectlyrelatedtoclassroommanagement,severaltownhallparticipantsdesiredmoreonlineandoutreachofferingstoincreaseaccesstoteachereducationprograms(pp.19-21).

Toalesserextent,townhallmeetingsalsofocusedoneducationalleadershipexperiences.Basedonfeedbackprovidedinthesemeetings,UWwasencouragedtostrengtheneducationalleadershippreparationregardingcollaborationmodels,collaborationandsupportstrategieswithveteranteachers,andthedevelopmentofacollaborationculture(p.3).Quotationsonpages17and18ofthereportprovideadditionaldetails.Individualsclaimedadministratorinternsneededmoreexperiencedealingwithdifficultemployees,workingwithplansofassistance,andsupervising/evaluatingemployees.

Currentpracticeforclassroomexperiencespriortothestudentteachingsemesterrequiresundergraduateteachereducationstudentstohavephasedpracticumexperiences,beginningthefreshmanorsophomoreyear.Forthebulkoftheapproximately650undergraduatestudents,thismeansthattheirpracticumexperiencesoccurinAlbanyCountySchoolDistrict#1and(toalesserextent)LaramieCountySchoolDistrict#1.Becausethemajorityoftheundergraduateteacher


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educationstudentsliveinLaramie,thisputsaburdenonlocalschoolsandteachers;italsolimitsthenumberofclassroomteachingexperiencesthatwecanprovideforstudents.OurhopeisthattheopportunitytoexperiencesimulationsthroughMursion’ssystemwillprovideadditional,high-qualityopportunitiestoworkonspecifickindsofstrategies,withsubstantialfeedback,withoutputtingadditionalloadonlocalschools.

EvaluationofRegionalandLeadingTeacherPrepPrograms(Checkallthatapply.)ProgramsReviewed:

TraditionaleducatorpreparationprogramsinpublicandprivateuniversitiesacrosstheUnitedStatesNamesandLocationsofTraditionalProgramsstudied:

• UniversityofMississippi

• AuburnUniversity

• UniversityofMaine,Orono

DataAnalysisQualitativeDataAnalyzed

• InterviewswitheducatorpreparationprogramscurrentlyusingthesystemSummaryofDataFindings

TheMursionsimulationsystemiscurrentlyinusein65universityeducatorpreparationprogramsforteachercandidatepreparationandK-12schoolsystemsfortargetedteacherprofessionaldevelopment.InordertoobtaininformationfromeducatorpreparationprogramsthathaveusedMursion’ssimulationsystem,wefirstrequestedinformationfromMursiononcontactinformationfromuniversitiesthatareruralinnature.WereceivedcontactinformationforAuburnUniversity(Alabama),UniversityofMississippi(Mississippi),andUniversityofMaine(Maine).Inthissection,weprovideinformationobtainedfromthoseadministrators,usingcommonquestions.Note:TheTeachLivEsystemreferredtointhebelowcommentsisthefirst-generationsystem.MursionwasdevelopedoutofTeachLivE.

1. HowlonghaveyoubeenusingtheTeachLivE/Mursionsimulationsystem?

Mississippi:Fouryears.Alabama:August2017willbeayear.Theyareinthepilotphase.


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Wroteagrantfor$47,000.(Licenseforayear+trainingoftwospecialists)Alloftheuniversitiesthatshespokewithareintheprocessofgoingfrompaybythehourtoafulllicense.Sheisgladthatshewrotethegrantforafullyear.TheirCollegeofBusinesswantstouseit,soshewillchargethefolksfromtheCollegeofBusiness,ifthereareanyfreesimulationtimes,etc.Shehasthreedifferenttiers(CoEd.1sttier);Secondtier,universitygetspriority.3rdtier,outsidebusinesses(e.g.,Lawenforcement,BestWestern,etc.Sheisexploringhowtodealwithdifficultcustomers,etc.)

Kate’sgoal:Tomakethisself-sustaining.Mostuniversitieshavebeenchargingstudentfees.Sheistryingtoavoidthis.Businesseshavemoremoneythaneducation,sothatiswhyshehasthethirdtiershementioned.Theyhired2simulationspecialists.(Licensingcontractandanothercontractthatdealswiththetrainingofyourspecialists.Mursionwilladvertise,recruit,andtrainthesimulationspecialists;Katedidn’thavetodothis.)MursionsendsaGoogledocumentshowingtheirhires.MursionstrivestohirepeopleintheAandBrange.(GraderangeisAthroughD.)Thetrainingtakes2weeks,andtrainersneedtopassaMursiontest.(Thisiswherethegradescomefrom.)Mursionisveryflexibleinfiguringoutwhatisneededandnotneeded.Yoursimulationisonlyasgoodasyouractorandsimulationspecialist.Maine:Year2ofa4-YearProjectCommitment(MaryellenMahoneyO’Neil,Assoc.DeanforAcademicServices).MaryfoundoutaboutTeachLivE/MursionatAACTEaftertalkingwithDianneHofffromUniversityofWestGeorgiawhowasusingitsuccessfullywithinitsCOE.4-YearCommitment:TheUnivofMaineCOEmadea4-YearcommitmenttobuildingaTeachLivESimulationLabforusewithitspre-serviceteachersandadministrators.MainealsocommittedtocoveringallTeachLivELabusecostsforthefirst3years.AtthestartofYear4,Maine’sCOEwillchargea$15servicefeethatstudentspayforeachcourseinwhichthey’reenrolledthatutilizestheTeachLivELab.Afterlessthan2yearsofimplementation,Maine’sCOEstaffisconfidentthatitwillhavenoproblemwiththisfeerequirementduetotheexcitementandsuccessfullearningforthemthattheTeachLivELabhasalreadyprovided.SuccessbyYear2:Maine’sCOEisalmosttotheendofits2ndYearandisextremelypleasedwiththeeaseofuse,responsivenessofthecompany,andtheimportanceofprovidingsuchalearningopportunitytopracticeinfrontofaclassroompriortofieldexperiencesandstudentteaching.Maine’sCOEcourseinstructorsaswellasitsparticipatingstudentsfeelthattheopportunitytohonetheircommunicationskillsandreceivefeedbackfrominstructorsandpeersbeforeappearinginfrontofarealclassroomisinvaluable.Infact,MaryreportedthatMaine’sCOE’srecruitmentnumbersfortheirteachertrainingprogramshaveincreasedby29%sincetheimplementationofthistechnology-richsimulationlearningtool.ThereareotherteachertrainingcollegeprogramsinMaine,however,whenpre-serviceteachersweresurveyedaboutwhathelpedinmakingtheirchoiceforattendingtheUniversityofMaine(Orono)fortheirtraining,thepresenceoftheMursion/TeachLivELabaspartoftheirtrainingwashighlyvalued.Studentsvaluedhowthesimulationallowedthemtobetheleaderoftheclassroomwithnomentorteachingguidingthemthrough


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situationsyetprovidedtheopportunitytopractice,makemistakes,andcorrect.BeingabletoobservetheirpeersinpracticewasalsoimportantNootheruniversitiesinMaineofferthislearningtool.Staffing:MaryellenMahoney-O’Neil,UMaineAssociateDeanofAcademicServices,spearheadedtheimplementationofbuildingtheTeachLivETrainingLab.AfterlookingbackonYear1,Marywassurprisedthatintermsofstaffingforthisadditionalservice,sheonlyneededtosecureoneCOEgraduateassistantforschedulinguseoftheLaband2facultymemberswhoembeddedtheuseofthissimulationintotheirteachertrainingcourseoutlines.SheremarkedseveraltimesthatwhatherfacultyneededtoknowinordertousetheTeachLivELabwasveryminimal.AftertheinitialintroductiontotheTeachLivELabconceptandtherunningthesimulationsoftwareconnectioninthelab,thefacultysaidtheycouldtakeoverboththetroubleshootingoftechnologyanduseofthelabbythemselvesaslongastherewasstillapointpersontoschedulethelabvisits.TheUniversity’sITDepartmentwasinvolvedwiththeinitialTeachLivELabconversations,butwasn’tneededafterthecorrectcomputerandTVscreenhadbeenpurchasedandinstalledonthenetwork.AplusisthattheTeachLivELabdoesn’tneedtechnologypurchaseddirectlyfromthecompany.OnlyneedsalargeTVscreenalongwithminimumcomputerspecsforsuccessfulsimulationofateacher–classroomenvironment.

2.InwhatwaysistheTeachLivE/Mursionsimulationsystemutilizedatyouruniversity?IfusedwithintheCollegeofEducationforfieldexperienceand/orduringcoursework,pleaseprovidespecifics.

Mississippi:Wentallin.ThroughNCATE,supposedtohaveavarietyofexperiences.Dideverythingtoprovidecandidateswithdifferenttypesofexperience.Typicalfirstexperience--sendthestudentouttoaplacement,theywouldobservefor25hours.Insucharuralarea,hadtroublefinding800-100placementswithin60-70miles.Studentssayingtheywerelearningwhatnottodo.SotheydidapilotwithTeachLivE,anditwentverywell.TheyhavenowputTeachLivEintofirstrequiredcourse,beforetheygetintoteachereducation(intheirjunioryear).StudentslovetoteachwithTeachLivE.Theexperiencewasverypopular.Inthisrequiredcoursepriortoteachered--studentsteacha10-15minutelesson,4studentsatatimewitharetiredprincipalasacoach.Itisatypeofmicro-teach.Evenwithfourstudentsatatimeintheroom,theexperiencechangeseverysingletime.ThenextstepwastoputitinplacesothateverystudenthastoteachwithTeachLivE.Sointhesecondsemester,TeachLivEisimplementedinasecondrequiredcourse.TheyhaveimplementedanoptiontohaveanESLstudentintheclassaswell.Thisguaranteesthateverystudenthasthisexperience.Candidatesloveit.Thefirsttimetheyareterrified.Afterwards,theytalkaboutthestudentsasiftheyarereal.Sometimestheygetmoreshotsatit.

Alabama:Manyoftheirclasseshavemovedtoonline.Itishard,ifnotimpossible,toteachbehaviormanagementonline.Shecouldn’tfigureoutawaytodothis.Sheisusingsimulationsforthegradualreleaseofresponsibilitymodelwithrespecttobehaviormanagement.Thesimulationhelpswiththis.Shewantstoseeherstudentsgothroughfivestepsofaverbalreprimandandotherbehaviormanagementtechniques/issues.


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Methodscourses:Abigfocushereforthemrightnowislessonplanning.Theyfocusontheintro,middleandendingofalesson.Thenextscenariodesignmightbealessonwith2to3pushbacksintermsofbehaviorproblemsduringalesson.TheirSpEdfolkshaveusedMursionforrunninganIEPmeetingwithtwoco-teachers.TheCollegeofBusinesswantstodointerviews,deliverahigh-stakessalespitch,Ifyoucandreamofit,youcanmakeasimulation.Counselingprogramusingitforhigh-risksuicideprevention,etc.KateandcolleagueswenttovisitOleMiss.Theyhavearetiredprincipalwhorunsthelab24/7.Shehasitdesignedsothattheprofessoristheonewhogivesthefeedback.Kateprefersherapproachbecausesheandhercolleaguesdon’tthinkthatonepersonhastheappropriatecontentordisciplinarybackgroundforallsubjects.KateandhercolleaguesaredrawingonTeachLiveProceedingsastheirresearchbase.Fiveto8minutesinthetypicallengthformostoftheirsessions,buttheyhavefoundthatstudentsneedimmediatefeedback.Counselingsessionswilllastlonger,etc.Maine:TeacherTraining–CurrentlyusestheTeachLivELabsimulationduringthefirsttwoyearsoftheirelementary/secondary/earlychildhoodteachertrainingprogramswhichinvolvefieldexperiencesandstudentteachinginternshipsinactualclassrooms.Itsupportsthecourseworkthatcontainscomponentsofclassroommanagementandtheartofteachinginrealtime.Itdoesn’treplacethepre-serviceteacher’stimeinaschoolortakeawayfromvaluableinstructiontime.InstructorsembedpracticeintheLabwithintheircoursesasapromptfordiscussionandperformancefeedback.Anotherapplicationistogainexperienceinconductingmeaningfulparent/teacherconferences.It’sagreattoolforpreparingpre-serviceteachersforon-the-floorsituationsthey’llexperiencewhileparticipatinginfieldexperiencesandstudentteaching.UofMaineseesstrongapplicationsforTeachLivEinEducationalLeadershipprogrammingwherepre-serviceadministratorscanpracticementoringnewteachersaswellasterminatingcontracts.TeachLivEisalsoembeddedwithinothereducationprogramssuchasRtI,SpecialEducation,andCounseling.

3.WhatisworkingbestwiththeTeachLivE/Mursionsimulationsystematyouruniversity?Howdoyouascertainthis?

Mississippi:Goal--tomakesurethatthefirsttwoexperiencesaregreat(bothinthejunioryear.HighlyrecommendthatyousendmultiplestudentsintotheroomwithTeachLivE.AtUM,theyalwayssendinatleast3studentsintotheroom,togetthemostoutofthecoachingexperience.Theyhavehiredaretiredprincipalwhoisagreatcoach.Hegoesoutintothehall.Hetalksthemlikeit’sapeprally,thenbringsthemintotheroom.Firstpersonupandturniton.Asthesystemhasgrown,havehiredateacherintheschools,todoherdoctorate.Paidherastipendtodoit--principalandteacher.Highlyrecommendshavingsomekindofcoachinthere.Usesthesamerubricforstudentteaching.Addressesthosesamerubrics.

Collectdataonthat.Scoredforthatandforeverything.Lookingatgrowth.Firsttimetheyteach,they’renotseasonedteachers,soit’simportantthatsomeonecangivethemproperfeedback.Doesn’thurtthem.Evaluatedusingthesameinstrumentovertime.


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Alabama:Youwanttodoaslowrolloutandyouwanttodoitright.ThisisCRUCIAL!Theyhavedecidedtogiveonefreesimulationhourforpartnerschools.Theseschoolswillbringtheirweakteachersintotrythesimulations.SomeschoolswanttodoSpEdtrainingwithteachers.KategotaclassroomfortheirMursionlab.Sherecommendsthis.Thiswaythefacultycandoalectureandthenrunasimulationinthesameroom.Katerecommendsthinkingaboutwhatyouwanttodoandhowyouwanttodoitandthenworkingbackwardsfromthere.Maine:MostimportantinthesuccessoftheTeachLivESimulationtoolhasbeenthebuildingofahighqualityinteractivelabenvironmentinwhichtoconductthesimulations.UofMaineCOEdesignatedaspecialroomfortheTeachLivELabsothatitrepresentedthefeelofaclassroomintheirK-12schoolsasmuchasitcould.Asaresult,agreatamountofexcitementgrewaroundit.It’sdefinitelybeenadrawtotheUniversityofMaine’steachingprogram–agreatrecruitmenttool.WhenpotentialstudentscomeoncampusandinquireaboutUMaine’steachingprogram,theTeachLivELabshortvideo(linkedabove)isshownduringeachrecruitmentopenhousetopromotetheinnovativeworkthatisbeingdoneinplacesliketheTeachLivEmixed-realitylaboratory.ItdemonstrateshowUofMaineisbreakingnewgroundineducatorpreparation.Startingsmall(2facultyembeddingTeachLivElaboratoryexperiencesintheircourses)hasworkedbest.Usethefirstyearofimplementationtolearnandfigureoutbestwayinwhichtoincorporateintokeycoursework.BesureuseofTeachLivEisn’tjusttechnology“hype”forteacherpreparation.Incorporateitasavaluablelearningtoolwithinthecoursesthatfocusonclassroommanagementand/oronteacherpractice.Bringing5-6studentsatatimeintotheTeachLivELabworksbest.Moreistoointimidatingwhenpre-serviceteachersarepracticing.Thisgivesstudentstheopportunitytomakemistakesinanon-threateningenvironmentaswellasinteract,pause,reflect,andtryagain.ThecurrentfacultyatUofMaineusingTeachLivE,feelthatalthoughyoucanrecordtheclassroomresponseportionofthesimulation,thereisreallynoneedto.Thebestlearningtakesplaceduringthetimepre-serviceteachersareinthesimulationlabasasmallgroupinteracting.Becauseofstartingsmallandstrategicallyimplementingthesimulationlabconceptintokeycoursesfortheteachertrainingprogramonly,UofMaineisexpectingtotriplethenumberofcoursesusingitnextfall!ExpansiontoEdLeadershipandotherCOEprogramareaswilloccurplusreachingouttoschooldistrictsuperintendentsandinvitingthemtotheLabsotheycangetafeelforhowitmightenhancetheirdistrict’snewteachermentorprogramsortheinterviewprocessfornewhires.Mursion’sPre-DesignedPackages:EveninYear4,theUofMaineenvisionscontinuingtouseMursion’sinteractiveavatarsimulationpackages.Theydon’texpecttoventureintothecustomizationworldofsimulations;thiswouldmeanalotmoreworkandpossiblymorestaffingduetohavingtolocateandtrainyourownactors.Verypleasedwiththecurrentmiddleschoolsimulationpackagesthatareapplicableto9-12andupperelementarywhenfocusingonclassroommanagementorintroducingaclassorlesson.MaryellenjustrecentlysawthattheaspectsofautismandverylowIQhavebeenaddedtothesimulations.Shethoughtanelementarysimulationwascomingsoon,buthasn’theardofitsreleasedate.


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4.WhatisproblematicwiththeTeachLivE/Mursionsimulationsystematyouruniversity?Howdoyouascertainthis?

Mississippi:Havepurchasedthesitelicense.Theissuebecomes,asyougrow,youareschedulingsomuchwithMursion,withthesite-license,youhavetohireyourownsimulationpeople.Havestationsetupinoffice.TheyhavehadtroublefindingpeoplethatMursionapprovesoftohire.Abouttodoanotherroundofinterviews,becausetheywillonlyletsomeonetheyapprovebethesimulationperson.Theywantatheaterperson.Nowtryingtogetsomeofthebestgraduateassistantsandpeopleinthetheaterdepartmentinvolved.Theysuggesttwopeopleinarotation.UMwantstosendfourpeople.

DeanRockisahuge,hugesupporter.Haveplacedalabateverysatelliteclassroom.SimulationpersoncanbeinLaramieorinCasper.Chargingastudentfee,eventhat,doesn’tcomeclosetocovering.CoversthesitelicensethroughtheDean’soffice.DepartmentofTeacherEducationcoversthecostofpersonnel.AlsolookingathiringaclinicalpersontocoverTeachLivE.

Alabama:Katehasn’thadanybadexperienceswithanyoftheMursionfolks.Mursionhasbeenamazingtoworkwith.ShehasworkedwithlotsofdifferentMursionpeople,andallofthemhavebeengreat.Carrie,RobinandtheirITpeoplehavebeenoutstanding.OleMiss,WestGeorgia,etc.Havehadhugeproblemswiththeirownuniversitiesintermsofgettingthepaperworkcompletedintheirownuniversities.SinceKate’suniversityhiredtheirsimulationspecialistsaspart-timepeople,theydidn’thavelotsofproblemsworkingwithintheiruniversity.(Thatis,itisn’ttypicallyasdifficulttohirepart-timefolksatauniversity.Katerecommendsthisapproach.)Maine:Maryellencouldn’tsayenoughabouttheeaseofimplementationandsuccessofusewithintheirteacherpreparationprograms.However,theyhavestuckwithMursion’s–pre-designedsimulationsandarenothiringtheirownactorswhichcoulddefinitelypresentproblems,especiallyinaruralsetting.SchedulingoftheTeachLivELabwastheonlyaspectthatwasconsideredpossiblyproblematicduetoitsneedofcontinuoussupportbyapersonotherthanfacultyusingtheprogram.LikeImentionedbefore,MaineutilizedagraduateassistanttoscheduletheTeachLivELabinconjunctionwiththeavailabilityofMursion’savataractorsandrequesteduseduringthecollege’sdesignatedcourses.Becauseahigh-qualitysimulationlabwascreated,Maryhadvirtuallynocomplaintsaboutthewholeexperiencefromtechnologysetuptoimplementationoflabuse.Infact,shepointedoutthatonetimethesoftwareprogramneededtoupdateforaclassroomvisitandthefacultymemberhadforgottentorequestit.EventhoughMursionTeachLivEisonPST,theircompanyhadtheupdatecompletedbeforetheclassstartedat9:00AMESTwithonly15minutesnotice.Jokingly,MarysaysthatthehardestpartofusingthissimulationprogramismakingsuretheTV’ssettothecorrectchannelforviewing!


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ContextualConstraintstoImplementationIdentified IdentifiedPotentialRisktoResearchSubjects

Releaseofproprietaryinformation Lossoffacultyorcandidateconfidentiality

OneuseoftheMursionsystemisitsuseinaworkshopwithothercandidates.Inthesecircumstances,candidateperformancewillbepublic,withfeedbackprovidedinpublic.

Lossofnationalaccreditationorprogramrecognition Lossofstateapprovalorrecognition Other(Pleasedescribe.)

IdentifiedPotentialRisktoTrusteesEducationInitiative

InsufficientDataforCollegeandProgramContinuousImprovementPurposes TheRWGacknowledgesthatthecollectionofdatainthispilotiscritical.Theshort

timeframefordevelopingthisproposaldidnotallowthegrouptimetodevelopacomprehensiveevaluationplan.

InsufficientAccesstoStudentSuccessDataofP-12StudentsTaughtbyCollegeofEducation

InsufficientCommitmenttoCollaborationfromWyomingP-12SchoolDistricts Weareproposingtoworkwithdistrictstodevelopscenariosthatdistrictscoulduse

fortargetedprofessionaldevelopment.Itispossiblethatdistrictsmaynotbeinterestedinusingthesystem.Althoughthiswouldnotbeathreattothepilot,itcouldaffectlongtermsustainabilityoftheuseoftheMursionsystem

Other(Pleasedescribe.)

Group Meeting Notes - University of Wyoming · Group Meeting Notes Initial Version of Meeting Notes Form: ... with the knowledge, attitudes, behaviors and skills needed to support

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