Upload
erin-cameron
View
214
Download
0
Embed Size (px)
Citation preview
REACHING OUT REACHING IN: TRANSFORMING AND CREATING CURRICULUM WITH UNIVERSITY CONSORTIUM & COLLABORATION
OSEP Project Director’s ConferenceJuly, 2010
Presenters: Collaboration model: Kathleen Bradley, Therese Hogan, Debra Loomis and Srimani Chakravarthi (Associated Colleges of Illinois)Consortium model: William Sharpton (University of New Orleans) and Diane Ryndak (University of FloridaContact: [email protected], [email protected], [email protected]
QUESTIONS ADDRESSED:
What are different ways to transform teacher preparation curriculum using a collaborative approach?
How do different layers of collaboration impact teacher preparation?
How do you overcome some of the hurdles faced during collaboration?
CAN SMALL COLLEGES CREATE BIG CHANGES?
The Associated Colleges of Illinois (ACI) facilitated the 325T grant among 5 of its member colleges in Illinois which established a collaborative partnership:
University of St. Francis, Joliet, IL. Lewis University, Romeoville, IL. Dominican University, River Forest, IL. Aurora University, Aurora, IL. Eureka College, Eureka, IL.
THE FIVE LAYERS OF COLLABORATION
Collaboration between ACI member colleges (16 colleges and universities)
Collaboration between TSPED partner colleges (5 colleges and universities which share the
325T grant)
Collaboration within Arts, Sciences and other departments within
each Member College or university
Collaboration within each College of
Education; between general and special education faculty.
Collaboration between the
College of Education and
the partner school districts.
THE FIVE LAYERS OF COLLABORATION1. Collaboration between ACI member colleges (16
colleges and universities)2. Collaboration between TSPED partner colleges (5
colleges and universities which share the 325T grant)
3. Collaboration within Arts, Sciences and other departments within each Member College or university.
4. Collaboration within each College of Education; between general and special education faculty.
5. Collaboration between the College of Education and the partner school districts.
COLLABORATION BETWEEN THE COLLEGE OF EDUCATION AND THE PARTNER SCHOOL DISTRICTS. Providing high-need school internship
and experiences In-service training and workshops
offered by college and school district Adjunct faculty from district Support for research and development
COLLABORATION BETWEEN GENERAL AND SPECIAL EDUCATION FACULTY
Co-mingling of methods courses Faculty co-teaching language arts
classes Development of a common UDL lesson
plan Faculty from Elementary Ed and Special
Ed trained in Strategic Instruction Model (University of Kansas)
Implementation of the co-teaching model of student teaching
COLLABORATION WITHIN ARTS, SCIENCES AND OTHER DEPARTMENTS WITHIN EACH MEMBER COLLEGE OR UNIVERSITY
Co-teaching with Math, Science & Humanities faculty
Workshops for candidates by Science faculty and programs in partner schools
Wellness programs in schools with College of Nursing and Athletic Departments
Consultation with Psychology faculty in assisting partner district in the use of validated screening instruments
COLLABORATION BETWEEN THE 5 COLLEGES AND UNIVERSITIES WHICH SHARE THE 325T GRANT
Regular meetings to share and collaborate
Online Wiki to share grant efforts and resources
Professional Development sessions offered by each partner
Collaborative development of teacher candidate evaluation tool
COLLABORATION BETWEEN ACI MEMBER COLLEGES (16 COLLEGES AND UNIVERSITIES)
Guest speakers and workshops Conference presentations and
dissemination Current knowledge and practice in field Quality academic sharing and
engagement Opportunity for meaningful
conversations
UNIVERSITY OF NEW ORLEANS
Overview of Consortium ModelWilliam Sharpton
OSEP funding – “K” competition focused on special education – significant disabilities
Targets – initial certification via alternate model or add-on certification and/or master’s degree
Louisiana DOE funded development of low incidence consortium to expand services to statewide model using distance education
PROGRAM SUPPORT
Academic year – Courses offered in traditional schedule using synchronous web-based video conferencing
Summer – on-site short term courses at university
Cohort groups – biweekly meetings held with peer mentors to support field work
DISTANCE MODEL
Content Synchronous in class presentations Asynchronous materials via Blackboard
Field Work Performance based model aligned with national and state
competencies Format uses adult learning format to support continued
improvement focus Candidate Assessment
Aligned with NCATE expectations Includes both course and program assessments Each candidate develops a portfolio that is reviewed from
multiple perspectives (university, school, peer, family)
PROGRAM COMPONENTS
Marketing/recruitment Field has shifted from linear model of teacher preparation to concurrent
model (recruitment – preparation – placement – retention) Technology support
Requires high level of expertise and funding Must be covered from other sources (university, state)
Staffing Small numbers of faculty in low incidence disabilities makes it hard to
staff all courses if a single university model is used University regulations
Negotiated tuition rates Faculty load calculation Shared student credit hours (SCH)
Content Research in field of low incidence disabilities is losing ground in terms
of funding Difficult for individual faculty to develop programs aligned with
research based practices Few national resources available to develop/disseminate research
based practices for students with low incidence disabilities
CHALLENGES
Expand consortium to include other states (e.g., Miss, Ark)
Work with faculty at national level to develop course content
Seek faculty/program partners to expand coursework offerings and allow us to “teach to our strengths”
Shift repository concept to a national level Identify/adopt structures that support
consortium model
OUR DIRECTION