1. Demystifying the Remote Observation of Graduate Interns: Lessons Learned Richard Hartshorne Teresa Petty Tina Heafner University of North Carolina at Charlotte, USA

2. Remote Observation of Graduate Interns

3. Rationale for ROGI: Teacher Shortages NC public schools seek to hire over 10,000 teachers just to staff existing classrooms NC Teacher Education programs annually producing approximately 4,000 licensed teachers

4. Teacher Education Programs Respond Creation of the Graduate Certificate Program for Initial Licensure Online program initially limited to lateral entry teachers ONLY Decision to expand online program to non-teaching graduate teacher education candidates Challenge: How to offer a graduate internship (student teaching semester) in an online venue?

5. ROGI: A Creative Technology Solution Purpose of ROGI “to transcend traditional geographical boundaries required for face-to-face classroom observations through the application of technology as a means to expand access to teacher licensure programs and to increase teacher recruitment and enrollment”

6. What is ROGI? Technology mediated performance-based assessment and reflection 100% Online Graduate Internship Semester There are many aspects of ROGI… Online Seminar Observation of Teaching Online Post-Observation Debriefing Electronic Paperwork Electronic Communication

8. Program Analysis & Lessons Learned Pilot Program involving the remote observation of graduate interns [ROGI] Evaluation: Unexpected Challenges Logistical Issues School-level vs. District-level approval Communication, verification, and documentation e-Documentation Pedagogical Issues Face-to-Face Seminars and Post-Conferencing Video-taping “Lessons Learned”

9. Logistical Issues: School-level vs. District-level Approval School-level approval Buy in & excitement by school principal Principals often unfamiliar with role of District-level approval Technical issues that require cooperation from District administration Networking School-level changes New principal

10. Logistical Issues: School-level vs. District-level Approval—LessonsLearned Important to establish partnership across state a cadre of school systems who will support Graduate Interns & ROGI District Partnerships allow for addressing logistical issues prior to forging school partnerships Training could be provided at District-level Avert confusion & concern by School-level technology personnel

11. Logistical Issues: Communication, Verification, and Documentation Communication with Principals Time-consuming School visits Communicating project goals & decision-making for participation Receptive initially but uncertain about District-level approval Acquiring Graduate Interns Gain consent early to participate Getting jobs & changing placements at last minute

12. Logistical Issues: Communication, Verification, and Documentation Communication with Graduate Interns Overview of project Clarification of expected documentation & paperwork requirements for Graduate Interns Documentation Differences in accessibility between face to face and remote

13. Logistical Issues: Communication, Verification, and Documentation—Lessons Learned Use top-down strategies in forging relationships and project support at the District-level Contracts documenting commitment Importance of making connections with School-level administration A phone call will do Determine early Graduate Intern participants Clarification of expectations upfront Providing format for electronic sharing

14. Logistical Issues: e-Documentation Paper-based Documentation Traditional way of doing business face to face Teaching Evaluation Instruments Observation Forms [qualitative] Evaluations Form [quantitative] Multiple color-coded carbon copies REQUIRED for licensure School & Intern Consent Forms Internship Handbook for Cooperating Teacher & Graduate Intern Graduate Internship notebook & course assignments Challenges Cumbersome At odds with ROGI process

15. Logistical Issues: e-Documentation—Lessons Learned Establish electronic methods of documentation TK20 Harnessing power of technology through eSignatures Ease of collecting and reporting teacher candidate data Future Requirements: 6 Electronic Evidences – NCDPI Revisioning

16. Pedagogical Issues: Face-to-Face Seminars and Post-Conferencing Seminar 3 face to face vs. 3 remote [Centra] Transferring curriculum from traditional methods Time-consuming Hardware– lack of headsets limited participation remotely Post-Conferencing Location and scheduling issues in terms Movement of equipment Accessibility to Internet Lack of video conferencing hardware

17. Pedagogical Issues: Face-to-Face Seminars and Post-Conferencing—LessonsLearned Seminar Require hardware with enrollment in program Create eMaterials Post- Conference Alternative technologies Skype Phone Scheduling room access in advance Required headset/microphone purchases

18. Pedagogical Issues: Video-taping Asynchronous Camera on tripod Fixed scope of classroom observation Time delay in observation & feedback Limited quality or no sound Computer readability of video Synchronous Camera on tripod Room lighting Camera placement Camera operator Lack of observer autonomy Centra Limited sound Limited viewing window size

19. Pedagogical Issues: Video-taping—Lessons Learned Synchronous method more effective Need to control what is viewed Communication with camera operator– text chat in Centra Training for camera operator Explore alternative technology tools– camera, software, hardware Improve sound through wireless microphone

20. ROGI Next Directions Develop a manual and supporting website for implementation. Prepare training sessions for those using the hardware/software. Establish a partnership with a series of school districts. Establish guidelines/policies for participation (hardware, how many can participate, etc.) Establish clear protocol for communication, support, and collaboration.

22. Richard Hartshorne rhartsho@uncc.edu Teresa Petty tmpetty@uncc.edu Tina Heafner theafner@uncc.edu