Model of Professional Learning that Supports

Evidence-based, Collaborative Services

Dan Salvucci & Susan LenihanFontbonne University

Best Practices In Mainstream EducationRochester, NY

2018

Contributors

▪ Kelsey Large, M.S.

Teacher of the Deaf

Ohio Public Schools

▪ Deborah Mongillo, M.S.

Teacher of the Deaf

CREC/Soundbridge

Wethersfield, CT

▪ Alyssa Nappi, M.S.

Clarke Schools – Northampton

Northampton, MA

▪ Jenna Voss, Ph.D.

Fontbonne University

St. Louis, MO

▪ Catherine Worrall, M.S.

Teacher of the Deaf

Clarke Schools – Boston

Canton, MA

Prediction is very difficult, especially if it's

about the future.~Neils Bohr

What challenges do we currently face?

▪ Access to preparation programs

▪ Quality of professionals in field placement settings

▪ Accessibility for students enrolled in programs

▪ Others?

CHALLENGE:

Providing access to preparation program

SOLUTION:

Use of distance technology

Considerations for the use of Distance Technology for Instructional Delivery

Models of Delivery Face-to-face (not using tech)Fully Online (Asynchronous)Videoconferencing (SynchronousHybrid

Software Platform Cisco/Tandberg MOVI Jabber VideoZoomAdobe ConnectOOVOOGoogle HangoutsWebeX

Collaboration Small group discussion, Peer-to-peer with others

Skype, gotomeetings, FaceTime, Zoom

University or Accreditation Parameters

Courses types per student preferenceNumber of sessions within a courseInternational students

Online, F2F, Distance

Govt. restrictions

Scheduling Class Time Time ZonesPracticum versus coursework

Student Advising & Conferencing In person (requiring travel)Through distance technologyBoth

Regional Faculty

Meeting needs in the northeast…

According to the 36th Annual Report to Congress on the Implementation of IDEA (US Department of Education, 2014)…

▪ almost 60% of students who are D/HH ages 6-21 spend over 80% of the school day in the regular classroom

▪ nearly 75% of these students are spending more than 40% of the school day in general education.

▪ Johnson (2013) reported that students who are D/HH are primarily educated in inclusive settings; 39.8% all of the day, 17.8% most of the day, and 19.8% some of the day.

Retrieved from: http://www.footballwallpapers.us/map-of-northeastern-united-states/map-of-northeastern-united-states-pict-history-and-culture-a-2012-2013-northeast-of-usa-409-x-438-pixels/

Meeting needs in the northeast…

Why inclusive educational settings?

▪ Technological development and policy changes have increased the likelihood that children who are D/HH will receive services in inclusive general education settings (35th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2013; Gallaudet Research Institute, 2011).

▪ Despite these advances, many children who are D/HH are not benefitting from these developments, due to the critical lack of qualified personnel in inclusive settings (Spencer & Marschark, 2010).

Fontbonne Clarke Northeast Collaborative (FCNC)Preparing Educators to Serve Children Who Are Deaf/Hard of Hearing in Inclusive Educational Settings

• 39-41 credit hour, graduate program

• Recruits and retains scholars in the northeast region

• Hybrid approach using synchronous distance technology and F2F

• Cohort groups of full-time students

• Four semesters, 14 months• Postgraduate, one-year

mentorship program

Critical Components to

Program Success

•Classrooms

•Curriculum & Assessments

•Audiology EquipmentPracticum Sites

•IT SupportTechnology &

Software

•Infra-structure

•Internal and External NetworksBackbone

•For students

•For instructors

In-services &

Workshops

•Online library access

•Readings posted on Schoology

•Emailed in advanced

Library & Instructional

Materials

•Academic Supervisor observations & feedback

•Student Conference Attendance

•Cohort Building Events & Activities

Travel Expenses

Collaborative Relationships & Partnerships

Partnerships are key to success!

Philadelphia

New York

Northampton

Boston

Connecticut

New Jersey

Distance Technology – hybrid model

MentoringOne Year Post Graduation Requirements:

▪ Presentation

▪ Observation & Feedback

▪ Forum Postings

▪ Building a Social Pragmatic Skills Program within an existing curriculum

▪ Formalizing a mathematics curriculum for high achievers

▪ I.E.P. Development

▪ Strategies for D/HH students with Additional Needs in Inclusive Settings

Survey of Grads & Current Students

Construct Description

Quality of Experience Engaged in coursework

Student Learning

Rapport with Instructors

Collaboration with other students

Technical Videoconferencing clear to standards

Backbone

Instructors Engagement with students using videoconferencing

Ability to use technology

Location Videoconferencing Only

Videoconferencing with Instructor present

Videoconferencing w/o different technology

Evaluate!

Who is looking at the efficacy of these models?

What research is needed?

How should we connect in order to conduct said research?

Your thoughts & questions?

Selected References and Resources

Akarasriworn, C. & Ku, H., (2013). Graduate Students’ Knowledge Construction and Attitudes Toward Online Synchronous Videoconferencing Collaborative Learning Environments. The Quarterly Review of Distance Education, 14(1), 35-48.

Gallaudet Research Institute (April, 2011). Regional and National Summary Report of Data from the 2009-2010 Annual Survey of Deaf and Hard of Hearing Children and Youth. Washington, DC: GRI, Gallaudet University.

Gravani, M., Hatzinikita, V., & Zarifis, G., (2012). Factors Influencing Adult Distance Teaching and Learning Processes: The Case of the Open University. The International Journal of Learning, 18(5), 307-319.

Malinovski, T., Vasileva-Stojanovska, T., Joveski, D., Vasileva, M., & Trajkovik, V. (2015). Adult Students’ Perceptions in Distance Education Learning Environments Based on a Videoconferencing Platform. Journal of Information Technology Education: Research, 14, 1-19.

Selected References and Resources

Spencer, P. E., & Marschark, M. (2010). Evidence-based practice in educating deaf and hard-of-hearing students. Oxford University Press. Retrieved from http://books.google.com/books?hl=en&lr=&id=YbDE_Mx-uEAC&oi=fnd&pg=PR11&dq=spencer+and+marschark+2010&ots=TSc6WzRuds&sig=b6luacBziwrnr4IGd1BSky_YLo0

Stryker, D. S. (2011). Baseline Data on Distance Education Offerings in Deaf Education Teacher Preparation Programs in the United States. American Annals of the Deaf, 155(5), 550–561.

U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs, 35th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2013. Retrieved November 10, 2014 from http://www2.ed.gov/about/reports/annual/osep/2013/parts-b-c/index.html .