edTPA Training Discussion Forum

Share your questions and issues related to edTPA Training in this discussion forum.   

dproudfoot's picture | May 9, 2019 1:37 pm MST

 

WHO: Team One - Elementary Teachers 

WHEN: Day 1 

HOW: Team One members should reply to this comment to conduct their Team Assignment for Day 1. 

WHAT: Team Assignment Discussion Thread Prompts:

1. Introduce yourself to your team members.  Share the courses that you teach including the grade levels and content area.

2. Share what you know and/or have learned about edTPA.

 

Elizabeth Larkin's picture Elizabeth Larkin | June 25, 2019 6:09 am MST

Hi Team  - 

 

My name is Liz Larkin. Outside of UOP I am a special education teacher in a k-4 elementry building. Through UOP I facilitate, SPE 559 Characteristic of Learning Disabilities, SPE 575 Inclusion Strategies, SPE 576 Characteristics of ASD, and SPE 596 Student Education Student Teaching. SPE 596 is the course that directly aligns with the edTPA. 

I have been facilitating SPE 579 and am a 1:1 coach for students through the edTPA process. While the main components are the same (planning, instructional and assessment tasks), there is much diversity in the edTPA depending on your content area. 

Jonathan Lewis's picture Jonathan Lewis | June 25, 2019 4:54 pm MST

Always good to hear from you , Liz. Thank you for taking the time to do this with us! 

dproudfoot's picture | June 27, 2019 1:13 pm MST

Hi Liz! It is a pleasure to meet you and learn together in the workshop. Your background in Special Education will add value to our discussions. 

Jonathan Lewis's picture Jonathan Lewis | June 25, 2019 4:53 pm MST

Hi there! I'm Jon Lewis, Associate Dean of Ops and Faculty for the College of Ed. I have been faculty since 1995, and a full-time administrator since 2000. I worked the Tucson and PHX Campuses before becoming an Online employee in 2008. I joined the College as Dean of Faculty in 2015. (UOPX has been very very good to me!) I teach the edTPA seminar courses for elementary and ECH. Have been doing that for I guess three years now? 

I was struck by how overwhelming all this must be to students who register for edTPA in week one of those seminar courses. Today reminded me of that relaization. 

Elizabeth Larkin's picture Elizabeth Larkin | June 25, 2019 6:40 pm MST

Hi John - 

Great to see you here. I have also been helping with edTPA for a few years. A commonality I still experience is the overwhelming feeling student teachers feel throughout the process. I try to "chunk" or break up the tasks up as much as I can to alleviate that feeling; one step at a time. I look forward to discussing what else we can do to help these student teachers feel less overwhelmed with the process. 

 

James McDermott's picture James McDermott | June 25, 2019 6:20 pm MST

My name is Jim McDermott. I am the Lead Faculty/Area Chair for the Administration. I don't facilitate any of the teacher ed classes. However, I do work as the university supervisor for student teachers now and then.  Most of my student teachers are at the elementary level, so I am jumping into that group. 

I have heard about edTPA and watched from the fringes. In reviewing the materials today I was very excited about the way it is structured. For example, in looking at the "Unwrapped Objectvies" for the elementary level, I was struck by how they fit with everything we want our student teachers to be able to do and the things I look for and coach them on in my observations.  The way the objectives are so clearly stated and emphasized is outstanding and very clear.  

The materials that I have reviewed are very user friendly. I am speculating that we need to do some good work with our cooperating teachers on how to support our students. But the further we get into this, the more of them would have had experience with edTPA in their own programs. 

dproudfoot's picture | June 27, 2019 1:16 pm MST

Hi Jim,

 

I appreciate your ideas and agree with your points about the language being helpful for developing objectives. Have a clear understanding of the content and the assessment standards is very important. I have found that most teachers develop this over time with careful planning and reflection of their instruction. It is nice to work with you in the workshop. As soomeone who develops administrators, how do you encourage them to be active in planning and be an instructional leader?

Thank you,

David 

Corlie Weber's picture Corlie Weber | June 26, 2019 1:38 pm MST

 

Hi All,

I apologize for the late join to this discussion.  My name is Corlie Weber and I am a Program Chair with the College of Education.  I primarily facilitate the student teaching seminar and the orientation series of courses.  As a result, I have a wonderful opportunity to ‘open’ and ‘close’ coursework for students in our teacher preparation programs.  I foresee many conversations in the orientations moving toward edTPA preparation.  Additionally, I have the great fortune to supervise student teachers in the field which is a welcome opportunity in keeping me ‘fresh’ in K-12 education.

Prior to joining the Online College of Education, I taught English at the middle and high school levels.  I taught a good number of years at the 6-8 grade level so am jumping into the elementary discussion here. J

I think a few critical takeaways from the Day One discussions for me are:  as a supervisor and faculty member, my ability to provide corrective feedback is limited.  Socratic/reflective feedback is the way to go.  Additionally, the edTPA assessment adds an additional stressor to our students as they close their programs of study.  A lot of TLC, encouragement, and positivity will be key from supporting stakeholders. I also appreciate the identification of critical resources for faculty and students as well as the locations where to find them.

Thanks,

Corlie

 

Donna Bullock's picture Donna Bullock | June 26, 2019 4:06 pm MST

Hi Everyone!

 

I am Donna Bullock and I am an Associate Faculty/Lead Faculty Area Chair for the College of Education.  I have been working with edTPA for several years now and hope to be able to give you information about edTPA to get you started.  I will tell you that for me I didn't have a deep understanding of edTPA until after going through several different types of trainings, conducting trainings myself, and teaching edTPA seminar courses before I truly understood edTPA expectations.  I am still learning every day!

 

I am so happy to see this training being implemented.  Please let us know what you think of the training and if there is anything we should add or change to make the training effective.  We will be doing more of these trainings in the future with faculty.

 

I am here if you have any questions.  Have fun with the learning!

 

Donna Bullock

dproudfoot's picture | June 27, 2019 1:17 pm MST

Hi Donna,

 

It is a pleasure to work with you and learn about edTPA. I appreciate all of the value you bring to our workshop!

 

David 

dproudfoot's picture | June 27, 2019 1:17 pm MST

Hi Donna,

 

It is a pleasure to work with you and learn about edTPA. I appreciate all of the value you bring to our workshop!

 

David 

EL4UOP's picture EL4UOP | July 9, 2019 12:20 pm MST

Greetings All -

My name is Dr. Andy Elliott.  I have taught all or most of the courses in education for the University of Phoenix.  I have worked for the university for 16 years now. I am also a K-8 classroom teacher by day.  I currently teach 4th grade and am starting my 26th year in education.  I have collaboratively published books that deal with inclusion, supporting our English Learners, and how to navigate an online doctoral program. 

I have used the TPA's in my classes to support our future teachers.  They help them better understand what will be expected of them in the mainstream classroom.  I look forward to learning with everyone here. 

 

 

smohazab's picture smohazab | July 9, 2019 9:29 pm MST

Hi, I posted earlier today but don't seem to be able to find it so in case it's not there here it is again.

My name is Sherry Mohazab. I teach ELM 533 and previously MTE518 and MTE508. The last 2 seem to have been replaced by the first. I have been teaching for a decade now! These courses are all about lesson planning and students create their first lesson plan. I am part-time faculty here and otherwise I am a teacher at the Los Angeles Unified School District and teach 2nd grade.

I learned a LOT about the edTPAs today in the wonderful presentation. I have been on the grading side of the edTPAs with UofP and also with Pearson. I know they are very tedious and time consuming. It was great to find out where all the materials are located and what they include. It was a great refresher on all the EdTPA includes too. I noticed that in the new Blackboard Ultra course that I am currently facilitating we can create rubrics. In these rubrics there is a link to "connect to goals" or something like that. It seems this is where we would connect what we are asking for to EdTPAs. That would be very useful. 

I feel like I had forgotten about the edTPAs until now but it is all coming back. Thank you for helping that happen. 

I was not able to be present at the synchronous meeting you had at 7. I emailed Mansureh and she said we could watch it asynchronously too. I did not see a link to that mode. Could you provide that?

Thank you.

heikosweeney's picture heikosweeney | July 9, 2019 9:36 pm MST

My name is Heiko Sweeney. I have taught several of the education courses and have been an online faculty member going on 15 years. I have been at the same K-8 school for the past 25 years and have taught middle school, been an assistant principal and am the current principal going on 12 years. I pride myself in always trying to better myself through professional development and am actually at a conference in Las Vegas this week, which is why I am late posting. 

 

I have used and reference the TPA's in my classes but am looking forward to learning more and exploring the many resources that are available. I am excited to learn from all of you.

dproudfoot's picture | May 9, 2019 1:43 pm MST

 

WHO: Team Two - Secondary Teachers 

WHEN: Day 1 

HOW: Team Two members should reply to this comment to conduct their Team Assignment for Day 1. 

WHAT: Team Assignment Discussion Thread Prompts:

1. Introduce yourself to your team members.  Share the courses that you teach including the grade levels and content area.

2. Share what you know and/or have learned about edTPA.

Matt Moody's picture Matt Moody | June 25, 2019 2:47 pm MST

Hi Team Two,

 

My name is Matt Moody and I teach a few courses in our College of Education. I teach ELL300 and ELL500 in the California teacher credentialing program. I also teach a handful of the MTE courses, national and CA. I teach a few TESOL courses. I teach CTEL courses as well. I'm a Lead Faculty Area Chair (LFAC) in the College of Education with CTEL oversight. In secondary, I teach English Language Development (ELD), ELD Literacy, Academic Language Devleopment (ALD), Technical Theatre through Career and Technical Education (CTE) and Theatre in the Visual and Performing Arts (VAPA) for University City High School in the La Jolla-UTC community of San Diego. This summer I'm teaching ELD (1,2) at Crawford High School. The secondary grade levels I teach are the range of grades 9-12 in every course.

 

Through today's training I learned the dos and don'ts of providing feedback for students during their edTPA evidence and work. I learned an overview of how edTPA has rolled out across the nation. I reviewed the secondary English language arts handbook and the rubric for how students can demonstrate their understanding. I was introduced to the rationale and development of edTPA. I learned a little bit about the process prior with my last student teacher who had to meet CalTPA guidelines for his teaching credential through National University. He just got his credential a few days ago and scored high in multiple metrics. I wish I would have had this training first!

 

Nice to meet you! I look forward to more collaboration.

 

--------------------------------------

 

Matt Moody, M.Ed.

Lead Faculty Area Chair

College of Education - Online & San Diego Campus

University of Phoenix mrmoody@email.phoenix.edu

 

 

 

 

Jonathan Lewis's picture Jonathan Lewis | June 25, 2019 4:54 pm MST

Thanks for joining today, Matt! 

Matt Moody's picture Matt Moody | June 27, 2019 12:02 pm MST

Day 3

Secondary English Language Arts (ELA)

In Langston Hughes's poem, Harlem, students will be able to identify the figurative language Hughes employs as he describes what happens to a deferred dream. Students will interpret the poem to identify what the poet implies about dreams that are delayed. Students will create their own poem in which they explain what happens to their own deferred dream. This lesson connects to prior interpretation of expository text on the American dream.

For students to interpret, they need to understand how to make an inference from a text. They have to ask themselves what they think the poet implies. A sentence frame could be, “I think that the poet means ___________ when he writes _____________.”

Words like suggest, this means, indicates, implies, or infers are all types of academic language students need to work with when interpreting figurative language in poetry.

Students will get background on Langston Hughes and his dream of equal rights as a person of color. They will fill out a KWL chart about what they know, would like to know, and learned about civil rights in the United States. They will echo-repeat the poem together with the teacher. The students will draw the images from the poem in groups of three, and interpret those images together using sentence frames that include the academic language.

One way in which instruction could be differentiated is through the use of the Frayer model for content vocabulary in the poem. Students would fill out 3 or 4 Frayer Model graphic organizers to support their understanding of the vocabulary.

The other three areas I submitted and I'll have to ask for the Google Form data from the facilitator. It included Closure (reading the poems and having students interpret visually), Assessment (2 informal through drawing and written intrepretation using sentence frames in groups).

I welcome your feedback on what I had saved.

--------------------------------------

Matt Moody, M.Ed.

Lead Faculty Area Chair

College of Education - Online & San Diego Campus

University of Phoenix mrmoody@email.phoenix.edu

 

 

EL4UOP's picture EL4UOP | July 9, 2019 12:22 pm MST

Welcome Matt!  I am glad that you are here!  We seem to have similar experiences in working with English language learners.  I have also taught special education.  I think that all new teachers should spend a month in an EL class or a special education classroom before teaching.  It really helps future teachers learn about differentiation and meeting the needs of all students. 

Cynthia Kennedy's picture Cynthia Kennedy | June 25, 2019 10:05 pm MST

I am Cindy Kennedy. I have been a UOPX faculty member since 2002. I usually facilitate SEI courses--currently SEI 507 and SEI 508 (Structured English Immersion--Secondary and Advanced Structured English Immersion--Secondary). In the past, I have also facilitated other SEI courses, as well as courses in the area of English language arts and reading. My greatest area of interest is preparing teacher education candidates to meet the instructional needs of English learners. During my 27-year teaching career, I taught reading, language arts, and ESL to grades 6-8, in rural South Texas. For a few years, I also taught ESL in grades 9-12. I presented training to teachers in the Sheltered Instruction Observation Protocol (SIOP Model), and I served as a SIOP coach.

The training is my first experience with edTPA. I have learned that edTPA is a standardized assessment for preservice teachers. This assessment requires teachers to compile and submit a portfolio that provides evidence of the readiness to be a successful first-year teacher. The focus of edTPA is student-centered instruction. I was pleased to see edTPA’s emphasis on content-specific academic language—as academic language is extremely important for student success, for English learners and for native English speakers.

I am a Lead Faculty Area Chair for Texas online programs.

I will be out of commission tomorrow (Wednesday), due to eye surgery. I will return on Thursday to catch up and complete my assignments.

 

Matt Moody's picture Matt Moody | June 27, 2019 9:06 am MST

Nice to meet you, Cynthia!

 

--------------------------------------

 

Matt Moody, M.Ed.

Lead Faculty Area Chair

College of Education - Online & San Diego Campus

University of Phoenix mrmoody@email.phoenix.edu

 

Donna Bullock's picture Donna Bullock | June 26, 2019 4:06 pm MST

Hi Everyone!

 

I am Donna Bullock and I am an Associate Faculty/Lead Faculty Area Chair for the College of Education.  I have been working with edTPA for several years now and hope to be able to give you information about edTPA to get you started.  I will tell you that for me I didn't have a deep understanding of edTPA until after going through several different types of trainings, conducting trainings myself, and teaching edTPA seminar courses before I truly understood edTPA expectations.  I am still learning every day!

 

I am so happy to see this training being implemented.  Please let us know what you think of the training and if there is anything we should add or change to make the training effective.  We will be doing more of these trainings in the future with faculty.

 

I am here if you have any questions.  Have fun with the learning!

 

Donna Bullock

Matt Moody's picture Matt Moody | June 27, 2019 9:06 am MST

Nice to meet you, too, Donna!

 

--------------------------------------

 

Matt Moody, M.Ed.

Lead Faculty Area Chair

College of Education - Online & San Diego Campus

University of Phoenix mrmoody@email.phoenix.edu

 

karinanderson's picture karinanderson | July 9, 2019 6:19 pm MST

Hello Team Two!  My name is Karin Anderson and I have been teaching Education courses with UOP for about 7 years.  Most recently I've been teaching EDU300 and 321CA, as well as ELL500.  I teach both elementary and secondary courses, but I tend to teach more secondary so I am replying here.  When I'm not facilitating Phoenix classes, I teach for an online school teaching high school Spanish 1 and 3. 

So far I have looked through the handbooks and viewed some of the introduction materials, and I've learned that the edTPAs are a portfolio assessment for teacher preparation and to assess readiness of teacher candidates.  I like the portfolio aspect of collecting data from teacher candidates in different areas like lesson planning and assessments, and even videos of teaching.  I learned about acceptable forms of support for teacher candidates, but still need to learn about how candidates are assessed.

dproudfoot's picture | May 9, 2019 1:44 pm MST

 

WHO: Team Three - Special Education Teachers 

WHEN: Day 1 

HOW: Team Three members should reply to this comment to conduct their Team Assignment for Day 1. 

WHAT: Team Assignment Discussion Thread Prompts:

1. Introduce yourself to your team members.  Share the courses that you teach including the grade levels and content area.

2. Share what you know and/or have learned about edTPA.

Elizabeth Larkin's picture Elizabeth Larkin | June 25, 2019 6:09 am MST

Hi Team  - 

 

My name is Liz Larkin. Outside of UOP I am a special education teacher in a k-4 elementry building. Through UOP I facilitate, SPE 559 Characteristic of Learning Disabilities, SPE 575 Inclusion Strategies, SPE 576 Characteristics of ASD, and SPE 596 Student Education Student Teaching. SPE 596 is the course that directly aligns with the edTPA. 

I have been facilitating SPE 579 and am a 1:1 coach for students through the edTPA process. While the main components are the same (planning, instructional and assessment tasks), there is much diversity in the edTPA depending on your content area. 

ginacof6's picture ginacof6 | June 25, 2019 1:29 pm MST

Greetings Team Members-

My name is Gina Coffaro-  I facilitate MTH/575 and over the past years other courses within Special Education such as SPED/520 also for UOP. I also serve as a NJ Site Supervisor for Student Teaching Candidates completing their Clinical UOP Requirements.  I am a School Superintendent in North Jersey (k-8) District and edTPA has been an ongoing conversation and training as well for leaders within schools in my state as well.  I have taught Special Education in grades K-12 in New Jersey- Math, Science, Reading (Language Arts) Inclusion Social Studies/Science as well.  My experience as a Special Education Supervisor also provided important partnership with teachers with curriculum and standards implementations.  

Very happy to be here with all of you. 

 

Jonathan Lewis's picture Jonathan Lewis | June 25, 2019 4:55 pm MST

Hi there Gina! Grateful that you gave us some of your valuable time! 

ginacof6's picture ginacof6 | June 26, 2019 11:12 am MST

Hi Jonathan-

Very honored and happy to be here with you and all.  

Donna Bullock's picture Donna Bullock | June 26, 2019 4:06 pm MST

Hi Everyone!

 

I am Donna Bullock and I am an Associate Faculty/Lead Faculty Area Chair for the College of Education.  I have been working with edTPA for several years now and hope to be able to give you information about edTPA to get you started.  I will tell you that for me I didn't have a deep understanding of edTPA until after going through several different types of trainings, conducting trainings myself, and teaching edTPA seminar courses before I truly understood edTPA expectations.  I am still learning every day!

 

I am so happy to see this training being implemented.  Please let us know what you think of the training and if there is anything we should add or change to make the training effective.  We will be doing more of these trainings in the future with faculty.

 

I am here if you have any questions.  Have fun with the learning!

 

Donna Bullock

dproudfoot's picture | May 9, 2019 1:47 pm MST

 

WHO: Team One - Elementary Teachers 

WHEN: Day 3

HOW: Team One members should reply to this comment to conduct their Team Assignment for Day 3. 

WHAT: Team Assignment Discussion Thread Prompts:

1. Discuss the Day 3 assignment with your team. Share each of the elements that you came up with. Give one another feedback and ideas.

dproudfoot's picture | May 9, 2019 1:48 pm MST

 

WHO: Team Two - Secondary Teachers 

WHEN: Day 3

HOW: Team Two members should reply to this comment to conduct their Team Assignment for Day 3. 

WHAT: Team Assignment Discussion Thread Prompts:

1. Discuss the Day 3 assignment with your team. Share each of the elements that you came up with. Give one another feedback and ideas.

Cynthia Kennedy's picture Cynthia Kennedy | June 28, 2019 12:16 am MST

Hello Team,

Unfortunately, I did not realize that I would be unable to access my responses to the activity that required me to provide specific examples of each element. So, I will discuss the element that stood out to me, due to my background in teaching English learners--academic language--as academic language is essential for the success of English learners. I appreciate the presentation of the concepts included in academic language in the EdTPA Secondary English Language Arts Handbook: Language Demands, Language Functions, Vocabulary, Discourse, Syntax, and Language Supports. For the benefit of their students--both English learners and native English speakers--teacher education candidates must have this background in academic language. 

I also appeciated the Day 3 task that required me to create guiding questions from the rubrics in the handbook (I used the Secondary English Language Arts Handbook). It was an interesting exercise, rewording the Level 5 indicators into questions, being conscious of the value of each noun and verb.

Thoughts?

Cindy

Matt Moody's picture Matt Moody | June 28, 2019 10:51 am MST

I had a similar experience as I drafted my guiding quesitons and as I created my examples of each element. I saved most of them on a Word document, but as feedback it would be great if we included our email in a future Google Form submission so that we could have a copy of our work automatically emailed to our account as a record of the work.

In our synchronous setting we talked about how we wouldn't be giving specific examples to our teacher candidates, but it was a worthwhile exercise putting something together that could parallel what they are creating for EdTA submissions. It was mentioned that we should consider using questioning as a cognitive coaching model to prompt our students to come up with a unit like the one we created.

I did my best with how verby and wordy the guiding questions were, and framed the questions in and around the teacher candidate. Thanks for the exercises.

 

--------------------------------------

 

Matt Moody, M.Ed.

Lead Faculty Area Chair

College of Education - Online & San Diego Campus

University of Phoenix mrmoody@email.phoenix.edu

 

 

dproudfoot's picture | May 9, 2019 1:48 pm MST

 

WHO: Team Three - Special Education Teachers 

WHEN: Day 3

HOW: Team Three members should reply to this comment to conduct their Team Assignment for Day 3. 

WHAT: Team Assignment Discussion Thread Prompts:

1. Discuss the Day 3 assignment with your team. Share each of the elements that you came up with. Give one another feedback and ideas.

Elizabeth Larkin's picture Elizabeth Larkin | June 27, 2019 6:11 am MST

I know Special Education edTPA very well, so this elementary activity was a little different for me :)

 

My central focus was identifying theme of a text with citing evidence of that theme. This focuses on reading comprehension skills. Students will need to be able to identify the theme of a text as well as cite evidence. A strategy that I included was the use of a thinking map, specifically the tree map. Once student identified theme, they could utilize the tree map to find specific pieces of evidence from within the text. A form of differentiation I used was providing students with a passage to completed this based on their instructional reading level as defined by Fountas and Pinnell benchmark assessment. Assessment would be through the final thinking map product. The closure to the lesson would be through implementing  a Kagan engagement structure, specifically think-pair-share in which students would have to discuss answers to questions about academic language and strategies needed to find theme.

 

 

 

dproudfoot's picture | May 9, 2019 1:51 pm MST

 

WHO: Team One - Elementary Teachers 

WHEN: Day 3

HOW: Team One members should reply to this comment to conduct their Team Assignment for Day 3. 

WHAT: Team Assignment Discussion Thread Prompts:

1. Discuss what you learned about edTPA and ask any last questions you might have.

dproudfoot's picture | May 9, 2019 1:51 pm MST

 

WHO: Team Two - Secondary Teachers 

WHEN: Day 3

HOW: Team Two members should reply to this comment to conduct their Team Assignment for Day 3. 

WHAT: Team Assignment Discussion Thread Prompts:

1. Discuss what you learned about edTPA and ask any last questions you might have.

dproudfoot's picture | May 9, 2019 1:52 pm MST

 

WHO: Team Three - Special Education Teachers 

WHEN: Day 3

HOW: Team Three members should reply to this comment to conduct their Team Assignment for Day 3. 

WHAT: Team Assignment Discussion Thread Prompts:

1. Discuss what you learned about edTPA and ask any last questions you might have.

Elizabeth Larkin's picture Elizabeth Larkin | June 27, 2019 6:16 am MST

Hello - 

I have been facilitating courses and working with student teachers the last three years so there was not a lot new to me, but I did enjoy practicing some elements of the edTPA. I enjoyed the practice of the elementary edTPA that was a part of today's assignments. 

 

The overall problems I face with the edTPA is how overwhelmed student teachers feel throughout the process. I find value in the edTPA, working through this process has benefits my own teaching, however students are not always prepared for those details required of the edTPA. While students do not need to get scores of 5s, we want to push them to get this point.

 
Erin Dudley-Krizek's picture Erin Dudley-Krizek | July 12, 2019 12:18 am MST

Hi All,

 

This training has allowed me to see the benefits and means of weaving in components of edTPA within my courses. 

 

Since my focus is elementary education, I have 4 tasks. Task 3 seems a bit thrown in there, but it is important for candidates to show knowlege in more than just literacy when you teach multiple subjects.

 

I want to compare the lesson plan rubric in my course to the edTPA rubrics to see similarities. Many times in my course a student may start off writing a lesson plan that read more like a unit or mutliple day lesson focus. I have to let them know to only write for one session. In edTPA students can write 3-5 consecutive lessons.

 

Overall it is nice to see how edTPA lends itself to preparing candidates for the classroom. Without them, entering a classroom straight from a program would be shocking to many.

Additional content will be provided upon request.