Teachers graduate with master's degree through PCS, ECU partnership

Published Jun 03, 2026 by
Filed under: Alumni, General, Graduate Programs, Mathematics, Science, and Instructional Technology Education, News, Science Education, Student News
Group of nine adults standing together in a classroom or meeting space, posing for a photo in front of a projected slide that reads “Ashley Jones, Grifton School.” Two people in front hold a decorated sign featuring a graduation cap and the words “Mastered It,” suggesting a celebration or completion of a program. Chairs and presentation equipment are visible in the background.
The nine educators presented their final projects during a celebration hosted by Pitt County Schools and the ECU College of Education.

Nine Pitt County Schools science teachers walked across the stage in May to receive their Master of Arts in Education as part of a partnership between the East Carolina University science education program and Pitt County Schools.

“Earning a master’s degree in education has been a personal goal of mine,” said Chip Geletzke of Hope Middle School. “Achieving this would not have been possible without the collaboration between Pitt County Schools and ECU. The support and investment from these organizations in myself and my colleagues mean a great deal. It has contributed to my growth as an educator and advocate for my students.”

The nine teachers who graduated with a Master of Arts in Education in science education are Geletzke, Amber Starcher and Ashley Jones of Grifton School, Angelo Grillo of E.B. Aycock Middle School, Jamie Stanfield of Hope Middle School, Kaytlyn Cyrus of J.H. Rose High School, Nicole Scuron of Lakeforest Elementary School, Shaquanda Williams of Farmville Middle School and Xavier Guions of A.G. Cox Middle School.

The teachers began their degrees during summer 2024 and will have a three-year commitment to teach in Pitt County Schools. In a time when school districts are faced with teacher shortages in science, this partnership represents a retention model that works. Dr. Tammy Lee and Bonnie Glass, ECU College of Education (COE) science education faculty, are researching the impacts of this cohort model on participants’ science teacher identity.

“Tammy and I truly valued the opportunity to work with these Pitt County teachers,” Glass said. “The professional learning community that was established was exceptional, and its impact was evident. We are sincerely grateful that Pitt County Schools made such a meaningful investment in their educators.”

Group of about eleven adults standing outdoors on a sandy path in a grassy coastal area, gathered around a sign that reads “Historic Portsmouth Village, North Core Banks, Cape Lookout National Seashore.” Several people hold a red flag with a pirate logo and the words “ECU — No Quarter,” while others stand nearby wearing casual clothing, hats, and backpacks. The sky is clear, and low vegetation and distant buildings are visible in the background.

Although the degree is normally 100% online, students were able to participate in several face-to-face meetings as well as some place-based experiential learning. One of these experiences occurred this spring, when they traveled to the Outer Banks as part of their final course, Advanced Methods in Earth Science.

“Participating in the field study at the Outer Banks was a truly memorable experience that I will value throughout my life,” said Geletzke. “The opportunity to observe firsthand the challenges facing our state and nation, along with hearing the passionate perspectives of local residents, has increased my awareness of how individual choices can have significant impacts on others.”

Faculty received financial support from the COE to provide a four-day, three-night field experience. The teachers traveled by van down Highway 12 to Ocracoke Island allowed the teachers to experience the unique geography of barrier islands as well key landmarks such as Jockey’s Ridge, erosion sites at Rodanthe and Hatteras Lighthouse.

“We were given different roles to create viewpoints from while we visited,” Stanfield said. “We placed ourselves in their shoes, so to say, to better understand life in the OBX. Viewing places like Portsmouth Island and Ocracoke, we were able to see the long history of families from there and everything they have had to endure to maintain their wellbeing. Many of us started out the trip with the perspective of just eventually letting nature take over the area, but after speaking to the locals, we developed a greater understanding of why they keep rebuilding and creating barriers to protect their homes and places of business.”

Experiences like this were prevalent through the program to give context to the courses that the teachers were taking and providing real-world examples they could use in their classrooms.

“This program encouraged me to speak up and share more,” said Guions. “Because I went through this program, I feel like I have gained a greater knowledge in my field of study. I feel like the things I have learned have made me a more knowledgeable educator which has impacted my teaching.”

Participating in a cohorted degree program provides students many benefits, including a built-in support network of fellow educators.

“Being a part of a cohort for this MAEd program has been the motivation and collaboration that many teachers who have been teaching as long as I have need,” said Stanfield. “Many of us agree, without the support of the group, graduate school would have been much more difficult and not nearly as enjoyable!”