Colleges Collaborating for Teacher Preparation: Keys to Success OSEP Project Director’s Conference, July 2013 Kathleen Bradley, Aurora University Srimani Chakravarthi, University of St. Francis Elizabeth Pearce, Lewis University John Snakenborg & Therese Hogan, Dominican University

Layers of Collaboration ACI member colleges (23) TSPED schools (5) Arts/Science and Education Elementary/Secondary and Special Ed K-12 schools

Associated Colleges of Illinois (ACI) The Associated Colleges of Illinois (ACI) is a statewide network of 23 private colleges and universities rooted in the liberal arts tradition working with business, government, and community leaders to: A. Enhance the strength of member institutions through collective action B. Increase public understanding of the value and role of ACI colleges and universities C. Help solve some of society's most pressing educational problems (i.e. Closing the achievement gap)

TSPED Schools (325T Cohort 2)  University of St. Francis  Aurora University  Dominican University  Lewis University  Eureka University

TSPED: Transforming Special Education Teacher Preparation Goals: 1. Enhancing Math and Science Knowledge in Candidates 2. Enhancing field experiences in high-needs schools 3. Enhancing RtI knowledge and practice 4. Enhancing use of Evidence-based practices

T-SPED Collaboration  Monthly meetings at ACI meetings  Workshops by each partner sharing vision and goals.  Workshops on evidence based practices (EBP) for ACI members  ACI Summer Institute presentations  Presentations for ACI Induction Academies  Collaborative ventures (ex. Grant application, sharing resources, conference presentations)  OSEP webinars  Program revision collaboration

Art and Science Collaboration  Dominican University (Graduate Level Program Only)  Collaboration between secondary science faculty and SPED faculty, infusing adaptation of instruction into science methods courses.  Developed and adapted a 5E lesson plan format

Art and Science Collaboration  Aurora University  Expanded Math for Elementary Teachers Two- course Sequence, adding an additional semester hour for each course to increase upper level algebra and geometry coverage.  Designed and offered integrated math and science course, focusing on physical sciences, engineering, and applied mathematics; an integrated biology course is currently being designed.

Art and Science Collaboration  University of St. Francis  Science faculty in the University collaborate with Ed. faculty to create Physical Science and Life Science for Educators course, combining Science content and pedagogy.  Fine Arts faculty collaborate on course design and assessments to create Fine Arts Education program.  Ed. faculty with Science and Math faculty create activities like ‘Dispelling Science Misconceptions’ workshop.  Co-teaching Special Education faculty and General Education faculty (Science methods).

Art and Science Collaboration  Lewis University  Expanded Math for Educators to three courses  Created Integrated Science I & II lab courses for education majors  Science methods courses now allowed to use new science labs for lab days

 Dominican University  SPED faculty provided workshop for the teacher education faculty (U/G) on Universal Design for Learning (UDL).  Same workshop replicated for university wide faculty audience.  Developed and pilot tested a UDL lesson plan format.  Incorporated UDL into two required special education courses for all elementary and secondary teacher education candidates. Elementary/Secondary and Special Education collaboration

 Aurora University  Merged the content of three special education and ESL/Bilingual endorsement classes, helping candidates integrate and apply best practices for these populations.  Increased technology integration in special education math/science course, including a focus on application to promote candidate self-study of teaching effectiveness.  Changed focus of research methods course to a more explicit focus on candidate self-study of research-based practices for both the social and academic sides of the Response to Intervention triangle such that candidates will be even more purposeful in their instructional planning.

Elementary/Secondary and Special Education collaboration  University of St. Francis  Dual certification program with elementary and special ed.  Co-teaching student teaching model in use.  Lesson planning based on Universal Design for Learning template. UDL training by special ed. faculty members  Special Education endorsement

Elementary/Secondary and Special Education collaboration  Lewis University  Methods courses are cross-listed in elem/sped so all benefit from gen ed and sped instruction

K-12 and Education Collaboration  Dominican University  Staff development with Chicago Public Schools (CPS) implementing evidence based practices, including RtI.  Development of new clinical practice sites.  Having faculty from K-12 partner schools teach related instructional methods courses.  Yearlong staff development for private school settings addressing needs of students with disabilities.

K-12 and Education Collaboration  Aurora University  Pre-student teaching field experiences centered in high needs school with a high percentage of English Language Learners, increasing experience with these issues before student teaching.  Established co-teaching model for student teaching, improving field experiences.

K-12 and Education Collaboration  University of St. Francis  Special Education practicum experiences and summer placements & Early childhood observations.  High-need school and ESL placements  Co-teaching workshops for co-operating teachers  JPDSP partnership activities

K-12 and Education Collaboration  Lewis University  Created partnerships with area schools  Offering tutoring, RtI progress monitoring, educational events, campus field trips, and professional development  Collaborative creation of student teacher and field experience candidate evaluation tool  Created mentor meetings/co-teaching seminars for student teaching cooperating teachers

BECOMING AN OSEP PERSONNEL PREPARATION GRANTEE: CRITICAL REFLECTIONS AND RECOMMENDATIONS ON THE FIRST TWO YEARS Debra Hart & Maria Paiewonsky University of MA Boston Jennifer Goeke & Francesca Ciotoli Montclair State University OSEP Project Directors’ Conference 2013

MSU: RESTRUCTURING PRESERVICE PREPARATION FOR INNOVATIVE SPECIAL EDUCATION (RePPrISE) Project Goal: Restructure the Dual Certification MAT program according to 3 merged strands of teacher preparation: intensive content area preparation in mathematics or science (according to the New Jersey Core Curriculum Content Standards and Highly Qualified Teacher requirements of IDEA); inclusive pedagogy (in compliance with CEC Standards); integrative STEM education (According to the Standards for Technology Literacy).

UMB PERSONNEL PREPARATION IN SPECIAL EDUCATION: KEY GOALS  Masters Degree Track in Special Education with a focus on Transition Leadership  Graduate certificate in Special Education with a focus on Transition Leadership  Develop and conduct an online, transdisciplinary 36- credit Master’s degree program  Recruit, retain and graduate 36 transition specialists  Establish Transition Taskforce to guide program development

OVERVIEW OF PRESENTATION  Interdisciplinary planning, collaboration, and implementation activities that support the creation of integrated and merged general education/special education teacher preparation programs;  Strategies to secure, deepen, and maintain commitment from university and community partners  Outcomes and benefits of enlisting a critical friends team;  Challenges and unforeseen complications;  What other (relatively) new grantees can learn from our experience.

DISCUSSIONS AND STRATEGIES TO DEEPEN & MAINTAIN COLLABORATION WITH PARTNERS Montclair State  MSU:  Subject Area faculty and Dean input into curriculum revisions and field experiences  Co-construct observable, measurable goals  Discuss mutual points of investment: Which parts of this do I see myself getting involved with? How much time will they require?  UMB:  Discussions with special education departments to discuss need, mentors  Discussions with strategic planning group  Discussion with state director of special ed- endorsement

Outcomes And Benefits Of Enlisting A Critical Friends Team  Team of outside faculty and previous 325T grantees  Visit once a year for 2 full days  Team presents progress, plans, challenges  CFs ask critical questions intended to move the project forward  Write a brief report based on the visit

CHALLENGES AND UNFORESEEN COMPLICATIONS Montclair State  Slow development of interdisciplinary collaboration  Slow movement of institutional mechanisms that support grantee-ship  Recruitment of math/science teachers in a stagnant teaching job market UMass Boston Department interest (autism track; ELL track, transition track) Protocol for sign-offs Faculty sabbatical Slow movement through committees- many discussions about which track course of study belongs in Faculty commitment to host proposal for grant staff

WHAT GRANTEES CAN LEARN FROM OUR EXPERIENCE  Maintain ongoing communication with all partners  Find and maintain faculty/dean allies  If you encounter obstacles, don’t wait: push through or go around  Don’t get diverted; stay focused on a small number of achievable goals  Be comfortable with being uncomfortable  Things move at a simultaneously slow and very rapid pace; take time to reflect  Reflect but always be looking forward  Plan for sustainability

DISCUSSION QUESTIONS 1) What are successful strategies for enlisting the support and collaboration of stakeholders in the grant collaboration and implementation process? 2) What are key considerations for maintaining a large grant project once it’s up and running? 3) What are our top 3 “tips” for grant implementation in the first 2 years?

CONTACT INFORMATION Montclair State Jennifer Goeke Assoc. Professor, P.I. (973) Francesca Ciotoli Project Coordindator Montclair State University Department of Secondary & Special Education UMass Boston Debra Hart, Director Education and Transition Team (617) Maria Paiewonsky, Project Director (617) Institute for Community Inclusion University of MA Boston