Are Your Graduates Highly Qualified? Multiple Models for Preparing Teachers Linda P. Blanton Florida International University Marleen C. Pugach University of Wisconsin-Milwaukee OSEP Project Directors’ Conference, July 2008

HQT and Collaboration in Teacher Preparation Longstanding national commitment Students with disabilities in general education Inconsistent focus on collaboration in IHEs – while practices like co-teaching flourish in PK-12

HQT and Collaboration in Teacher Preparation Multiple levers for change have converged (NCLB, IDEA, HEA) around Content Preparation for SPE KSD for GE working with students with disabilities Knowledge/research has accrued

Action Guide Collaborative Programs in General and Special Education: An Action Guide for Higher Education and State Policy Makers (click on Resources)

Action Guide Funded by Center for Improving Teaching Quality (CTQ), with partners INTASC, AACTE, NASDSE Long-term need to clarify terminology and sort out inconsistencies

Action Guide Section 1: A Typology of Dominant Models in Collaborative Teacher Education Section 2: Critical Dimensions of Program Development and Self- Assessments -- for higher education and for state policymakers

Dominant Models Discrete: Absence of or limited collaboration; independent curriculum Integrated: Ongoing programmatic collaboration; complementary curricular components Merged: Ongoing programmatic collaboration; single preservice curriculum

Integrated and Merged Models Integrated GE and SPE complement/build on each other Intentional/coordinated SPE license complements/builds on redesigned base license Merged Single undergraduate curriculum Intentional and coordinated Two licenses, one in GE and one in SPE

Integrated Programs: Vignettes Teachers College, Columbia University (NCATE) Pacific Lutheran University (Tacoma) (NCATE/STATE) University of Florida (NCATE/STATE) University of Colorado, Denver (NCATE)

Integrated Programs: Critical Dimensions Curriculum Coherence: Significant degree of curricular overlap (e.g., methods, field) Depth of Knowledge: More curriculum space; standards Program Identity: Programs maintain stronger identity PK-12 Partnerships: Strong; basis for some program changes Faculty collaboration: Strong; ongoing Licensure: Complements/builds on; MM

Merged Programs: Vignettes Syracuse University (NCATE) Providence College University of Saint Francis (NCATE/STATE) Indiana University (NCATE/STATE) University of Nevada, Reno (NCATE) University of Southern Maine (NCATE)

Merged Programs: Critical Dimensions Curriculum Coherence: Single, fully combined curriculum; PK-12 partnerships Depth of Knowledge: Curricular space may be limited; standards Program Identity: One program PK-12 Partnerships: Strong Faculty Collaboration: Strong; ongoing Licensure: One in general education and one in special education – focus on MM

Overarching Considerations Both integrated and merged models move the field forward Each model has different implications for how we think about preparing all teachers to work with students with disabilities Either model can be accomplished in differing IHE administrative structures

Other Considerations Licensure: Different structures support or hinder Teacher Shortage Research Opportunity

Entry Points for Change Entry points for program redesign differ across IHEs Higher Education Self Assessment

For More Information Marleen Pugach Linda Blanton Action Guide (click on Resources)