1. Using Avatars in Teacher Preparation Presented for SPGD Tech PLC June 27, 2013

2. Setting the Context: OSEP sponsored 325T grant Designed to create coherent clinical experiences to bridge the gap between: theory and practice universities and schools preparation and induction (Hammerness, 2006)

3. Turning Teacher Education Upside Down The education of teachers in the United States needs to be turned upside down… it must move to programs that are fully grounded in clinical practice and interwoven with academic content and professional courses (NCATE, 2010, p. ii).

4. A Developmental Continuum of Clinical Experiences Simulation Beginning of the Program Designed settings Middle of the Program Authentic settings Culmination of Program “…Multiple opportunities to practice and get feedback throughout a preparation program.” Grossman, P. (2010)

5. Simulated Experience: TeachLivE™ Virtual classroom system Created by University of Central Florida Allows students to practice teaching in a safe, simulated environment Allows students to stop, reflect and “do over”

6. http://www.csun.edu/blogs/digitalstories Click on second link on the right: CSUN Education Students Practice Teaching with Avatars

7. How Does TeachLivE Work? Combination of artificial intelligence and live interactor Connected live to UCF in Florida through Skype TeachLivE server provides interactive control of virtual students behaviors

8. How Does TeachLivE Work? Levels of behavior can be manipulated from well- behaved to uncooperative Each student has a unique personality and learning pattern Specific student responses can be predetermined to meet the needs of the session

9. How Does TeachLivE Work? Technology Projector and screen OR large screen television Dedicated computer with hard-wired high-speed internet access Room with no windows Personnel Someone to run the system Faculty to guide the sessions

10. Implementation of TeachLivE ™: A Developmental Process Semester One Piloted over the summer Early fieldwork students Teaching equivalent fractions First session: Getting to know the kids and the system Second session: Modeling the concept of equivalent fractions Third session: REDO! Fourth session: Checking for understanding All sessions were recorded for students to watch and reflect upon

11. Implementation of TeachLivE ™: A Developmental Process Semester Two: What did we change? All sessions were done in small groups Standardized our manipulatives Created a “real-time coaching” model for immediate feedback and practice

12. The Unique Value of TeachLivE The opportunity for real time coaching and “do-overs” is a rich and distinctive part of the system Students valued the opportunity to watch each other teach the same content Makes transparent the teachers’ competencies in both content and pedagogy The contrast between candidates in TeachLivE™ is evident in a way that it is not in other clinical experiences Affords the opportunity for deep, purposeful thinking about what we value in teaching

13. Application of TeachLivE for PD with Inservice Teachers Stacey Hardin, M.A. OSEP Intern, ABD at University of Central Florida TeachLivE Director of Partnerships Behavior management Content pedagogy GATES study

14. Questions How do we balance the pedagogical and content demands for beginning teachers? How do we assess the experience? How do we integrate the clinical practice of TeachLivE within traditional course time? How do we institutionalize the cost?

15. Future Directions Faculty summer work group to position TeachLivE experience strategically throughout the program Reviewing first year evaluation data and developing assessment procedures Track the impact of the experience in designed and authentic settings Explore opportunities to work within teachers’ induction period The possibilities are endless!

16. Your Questions/Discussion

17. Thank You! Sally Spencer, Associate Professor of Special Education sspencer@csun.edu Sue Sears, Chair, Department of Special Education sue.sears@csun.edu