Welcome to the

Special Operations Center of Excellence
Education Support Cell (ESC)

Fort Bragg, N.C.


Education Support Cell

The ESC is a team of experts who report to TLDE (Training, Leader Development, and Education) and interface with the training base, QAO, the Commandants, and Staff and Faculty Development Division. They foster ALM 2015 implementation and continuous improvement through curriculum assistance, instructional assistance, and data collection/management assistance.

Early Attrition Survey

Training, Leader Development and Education (TLDE) as well as Educational Support Cell (ESC) encourages you to take this survey for your Civil Affairs (CA) course, Psychological Operations (PSYOP) course, or Special Forces (SF) course. Please continue if you meet all of the following criteria:
1) You have successfully completed the Assessment and Selection phase of the course.
2) You have been recycled or relieved.
3) You have been counseled by Cadre or a significant enough amount of time has elapsed and you are confident counseling will not occur in the near future.
4) You understand that the answers you provide are anonymous but critical to our understanding the course from your perspective.

Civil Affairs Early Attrition Survey link

Psychological Operations Early Attrition Survey Link

Special Forces Early Attrition Survey Link

ESC Tips and Strategies Newsletter

The ESC in coordination with TLDE publishes a monthly article that highlights a best practice in teaching and learning. Topics are requested by the USAJFKSWCS community or stem from discussions held in the Instructional Leaders Course (ILC) or from pertinent trends in the field of education.

To be added to our distribution list or to request a topic, please contact Kim Rogers @  email

Professional Development Large Group Instruction
Professional Development Large Group Instruction
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Assessment Series, Part V Program Performance Assessment Series, Part IV Assessing Instructor Performance Assessment Series, Part III: Assessing Student Performance--
Formal, Summative Assessment Series, Part II: Assessing Student Performance How “Informal” Assessment becomes “Formative” Assessment
Assessment Series, Part V Program Performance Assessment Series, Part IV Assessing Instructor Performance Assessment Series, Part III: Assessing Student Performance-- Formal, Summative Assessment Series, Part II: How “Informal” Assessment becomes “Formative” Assessment
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What is Assessment, and why should I care? What is Assessment, and why should I care? The Effective Lesson, Part II: Pulling together those Learning Activities The Effective Lesson, Part I: Opening of the Lesson
What is Assessment, and why should I care? The Effective Lesson, Part III: Closing it out The Effective Lesson, Part II: Pulling together those Learning Activities The Effective Lesson, Part I: Opening of the Lesson
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The PUSH and the PULL of it Assessing Student Expectations for a Course Maximizing Class Discussions Critical Factors in Building an Optimal Learning Environment
The PUSH and the PULL of it Assessing Student Expectations for a Course Maximizing Class Discussions Critical Factors in Building an Optimal Learning Environment
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Flexible Thinking: Finding The Right Perspective On The Learning Environment Training and Education: Is it an all or nothing proposition? Building the Optimal Training Environment Journaling in the USAJFKSWCS Learning Environment
Flexible Thinking: Finding The Right Perspective On The Learning Environment Training and Education: Is it an all or nothing proposition? Building the Optimal Training Environment Journaling in the USAJFKSWCS Learning Environment
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Multigenerational Learners Take the Challenge: Finding opportunities for Critical Thinking Professional Development and You USAJFKSWCS and the Army Learning Model
Multigenerational Learners Take the Challenge: Finding opportunities for Critical Thinking Professional Development and You USAJFKSWCS and the Army Learning Model
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Establishing and Maintaining Good Relationships Between Training Developers and Instructors Making Learning Visible: How Do We Know They Are Learning? The Pre-Assessment and the Outcome: Ties that Bind The Guiding Principles on SWCS Student Performance Data
Establishing and Maintaining Good Relationships Between Training Developers and Instructors Making Learning Visible: How Do We Know They Are Learning? The Pre-Assessment and the Outcome: Ties that Bind The Guiding Principles on SWCS Student Performance Data
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Strategies for Creating a Facilitated Learning Experience ALM: Facilitators vice Instructors Cracking the code on Instructor Performance Data ALM and the ARSOF Attributes
Strategies for Creating a Facilitated Learning Experience ALM: Facilitators vice Instructors Cracking the code on Instructor Performance Data ALM and the ARSOF Attributes
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USAJFKSWCS 350-70-4 and the SWCS Instructor ALM and the Flipped Classroom ALM and PowerPoint ALM and the SWCS Instructor
USAJFKSWCS 350-70-4 and the SWCS Instructor ALM and the Flipped Classroom ALM and PowerPoint ALM and the SWCS Instructor
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ACADEMIC HANDBOOK

SWCS Academic Handbook

ESC contacts

Geoff Jones
910.396.2518 or email

John Castranio
910.432.0022 or email
ttp-usa email

Kim Rogers
910.396.2311 or email
ttp-usa email

Dr. Lorae Roukema
ttp-usa email

Marcus Holley
ttp-usa email

Rose Cooper
910-432-9898 or ttp-usa email