State Educational Agency and Institutional Work around Licensure and Credentialing:

Everybody Wins Sam Miller and Stephanie Kurtts

University of North Carolina – Greensboro

Cathy Kea

North Carolina A&T State University

Sandra Warren

East Carolina University

Kelly Anderson

University of North Carolina – Charlotte

State Educational Agency and Institutional Work around Licensure and Credentialing: Everybody Wins

• Introduction – (Sam Miller)

• UNCG-Revising our teacher education program around new state professional teaching standards (Stephanie Kurtts & Sam Miller)

• NC A&T -Revising program syllabi to meet new professional teaching standards (Cathy Kea)

• ECU-Re-visioning to enhance knowledge, clinical experiences, and induction (Sandra Warren)

• UNCC-establishing a new dual major to better meet new state professional teaching standards (Kelly Anderson)

• NC SPED Cooperative Planning Consortium (Sandra Warren)

• Wrap-Up and Discussion (Sam Miller)

21st Century Teacher Candidate

• Standard 1: Teachers demonstrate leadership.

• Standard 2: Teachers establish a respectful environment for a diverse population of students.

• Standard 3: Teachers know the content they teach.

• Standard 4: Teachers facilitate learning for the students.

• Standard 5: Teachers reflect on their practice.

UNCG-Program Revision and State Priorities

• Technology. Increased use of Universal Design for Learning (UDL) in lesson and unit planning for both dual majors in elementary education and special education and special education majors.

• Formative assessment. Enhanced understanding of classroom assessment tools and methods to monitor student progress in meeting standard course of study instructional goals and provide the basis for individualized education goals present in student IEPs.

• 21st century skills-interdisciplinary and collaboration.Collaborative teaching experience with general and special education teacher candidates and expanded service-learning experiences.

UNCG-Program Revision and State Priorities (cont.)

• Working with schools. Enhanced opportunities for collaborative interactions with cooperating teachers during field-based experiences including participation in ongoing staff development with school partners.

• Students with disabilities. Increased opportunities for teacher candidates to experience exemplary inclusive and evidence-based practices and collaborative interactions with general education teachers serving as cooperating teachers. Special education teacher candidates will have content area expertise in English, History, Interdisciplinary Sciences, Math, and Spanish (24 sem. cr. Hrs) addressing guidelines set forth by IDEA and NCLB.

Specific Example-English Language Learners

• Collaborative activities with a US DOE TESOL grant

• All faculty participate in TESOL training-Year 1/2-Elementary and middle grades, Year 3/4 special education, birth-kindergarten, secondary

• Increased integration of TESOL instructional strategies in methods and field-based experiences

Example-Standard 4-Teachers facilitate learning for their students

Evidence 5-Positive Impact on Student Learning

Candidates must carry out a project that demonstrates their positive impact on student achievement. The data for this project must:

• be collected on a diverse group of students for at least four consecutive weeks,

• contain multiple assessment measures/approaches,• be based upon the use of research-verified instructional

practices, and• focus on 21st century skills and knowledge and • will include aggregated data for at least one group

(typically a class) and in-depth data for at least three individual students.

Dr. Cathy D. Kea, Project DirectorNorth Carolina A&T State UniversityDepartment of Curriculum & Instruction1601 East Market St.-247 New Education BuildingGreensboro, NC 27411

336-285-4428cdkea@ncat.edu/cdkea9@yahoo.com

Goal 6

Dissemination

Goal 5

Support Systems

Goal 4

PDS Site Development

Goal 1

Faculty Collaboration

Goal 3

Cross-Cultural Field Experiences

Goal 2

Program Redesign

Objectives

Align curriculum with all standards.

Revise course syllabi & field experiences.

Integrate evidence-based interventions.

Develop induction & mentoring components.

Standard 1: Teachers demonstrate leadership.

Standard 2: Teachers establish a respectful environment for a diverse population of students.

Standard 3: Teachers know the content they teach.

Standard 4: Teachers facilitate learning for the students.

Standard 5: Teachers reflect on their practice.

Multicultural education has not been integrated in a thorough, persistent and overt manner.

Trent, S. C., Kea, C. D., & Oh, K. (2008). Preparing preserviceeducators for cultural diversity: How far have we come? Exceptional Children, 74(3), 328-350.

Teacher Educators need to: Develop cohesive and comprehensive multicultural curricula in

general and special education TEP’s.

Infuse multicultural principles throughout to prepare teachers to respond to the needs of diverse learners and their families.

Identify critical teaching behaviors and essential best practicesfor diverse students.

Project FIRE Course Evaluation Review Guide ManualLevels of Course Transformation-Course Syllabi Review

Catalog Description Course Objectives Course Calendar Schedule Course Reading Materials Course Assignments/Projects Course Field/Practica Experience Activities

DRAFT Evidence Matrix (Diversity,Reflection,Assessment,Families, & Technology)OSEP Evidence-Based Practices

Literacy Behavior Assessment Inclusive Strategies Instructional Practices

Pre & Post Panel Reviews

Exclusive level teaches minor aspects of diversity at the lowest level. Diversity is restricted to one part of the course.

Inclusive level adds diversity content but retains the traditional, original structure.

Diversity is discussed throughout the course and compared to the dominant norm.

Transformed courses and curriculum challenges traditional views and encourages re- conceptualization and new ways of thinking about diversity.

Ethnicity Race Socioeconomic status Gender Exceptionalities Language Religion Sexual Orientation Geographical area

Socio-cultural consciousness

An affirming attitude

Commitment and skills to act as agents of change & teacher leaders

Constructivist views of learning

Learning about student’s experiences

Culturally responsive teaching strategies

Course Syllabus_________ Reviewer Code_____

Review SPED 4227 course syllabi levels of course transformation examples. Rate each section of the course syllabi as exclusive, inclusive, or transformed.

Part I Exclusive Inclusive Transformed

1. Catalog Description

2. Course Objectives

3. Course Calendar Schedule

4. Course Reading Materials

5. Course Assignments/Projects

6. Course Field/Practica Experience Activities

Directions: Cut and paste the DRAFT evidence from the course syllabi and place the information in the table. Record in the last column the corresponding letter of OSEP evidence-based practices found: (a) literacy, (b) behavior, (c) assessment, (d) inclusive strategies, and (e) instructional practices.

COURSE DIVERSITY REFLECTION ASSESSMENT FAMILIES TECHNOLOGYEVIDENCE

BASED PRACTICES

SPED 325

SPED 350

SPED 354

SPED 355

SPED 441

SPED 536

SPED 539

SPED 546

SPED 548

SPED 564

SPED 565

How do the practices of teachers who complete a TEP with a comprehensive multicultural focus affect learning among CLD students with and without disabilities?

How might a TEP with a comprehensive multicultural focus affect the number of CLD learners who are referred to special education?

TEP Questions

Re-visioning at ECU

• 21st Century Content Knowledge of Teacher Candidates

• Maximizing Clinical Experiences of Teacher Candidates

• Enhancing Induction Experience

21st Century Content Knowledgeof Teacher Candidates

• Phase 1– All SPED-GC candidates earn the K-12

Reading License– SPED-GC graduates are 4SH short of

Elementary License – most obtain in one year• Phase 2

– Focus on content knowledge and clinical experiences

– Induction to the profession

Phase 2 ~ Collaboration with Content Faculty

• Identify “Instructional Misconceptions” --particularly in Math and Science– Joint development of modules addressing

content and pedagogy• Linked Content & Pedagogy classes

– Content & Instructional Strategies focus helps teacher candidates

– SPED faculty deepen content knowledge and Content faculty expand knowledge of state standards

Maximizing Clinical Experiences• Public School Partners

– Clarifying roles of Practica Supervisors and Clinical Teachers

– Enhancing 2-day ECU Clinical Teacher training

– Strategic placement of Practica and Intern teacher candidates to provide in-depth experiences in high-need schools

• Content Colleagues– Joint observations with SPED faculty

Induction to the Profession

• Expanding Induction Support to Rural Beginning Special Educators– LEA addresses district and school policies,

procedures, and “hidden curriculum”– ECU SPED faculty offer e-mentoring support

... particularly for beginning teachers who may be the “only one of their kind” in the district

– ECU content faculty offer support in content areas

So what does all this mean for a new 325T?UNC Charlotte’s 325T

Collaborative Preservice Project2009 Cohort

Overarching Goals:a. Dual licensure Elementary (K-6) & Special Education

General Curriculum optionb. Minor in Teaching English to Second Language

Learners

These are in addition to our existing programs:Special Education – General Curriculum (K-12)Special Education – Adapted Curriculum (K-12)

Our Process

Big Decisions Ahead1. Conceptualization of these additional

program options2. Review of revised programs (Elementary

& Special Ed)3. Develop proposal to present to both

departments4. Submit to state department for approval

More Questions To Be Answered

Will the clinical experiences be different for students in ‘new options’?

Student teaching? Different?

State mandated evidences? Different?

Review of syllabi from all involved programs

Revisioning Impact?

• Greatest impact – timeline• Direct implications – our work will have to

be hard and fast• Next due date for submission to the state

department for program approval –Dec. 09

• If approved, intense review of syllabi and (hopefully ) begin admitting students late spring, fall 2010 at the latest

North Carolina Special Education Cooperative Planning Consortium

• Open to all public and private IHE SPED teacher education programs – free!

• Program Coordinators meet twice a year to address– Review & recommend state policy –

development & implementation– Share innovative strategies

• Coordination support from OSEP funded State Personnel Development Grant (SPDG)

Time for discussion with325T Colleagues!