1. Preparing Pre-Service Teacher Candidates for Inclusive Settings
Enhancing Course Content within University Settings in Florida: Two Journeys-Same Vision
Preparing Pre-Service Teacher Candidates for Inclusive Settings
University of Central Florida
Sissi Carroll, Ed.D.
Mary Little, Ph.D.
Cynthia Hutchinson, Ed.D.
Using UDL Integration to Increase Collaboration in Teacher Education to Improve Outcomes for Diverse Learners
University of West Florida
Stacie B. Whinnery, Ed.D.
Keri C. Haley, Ph.D.
Jennifer Mesa, Ph.D.
Keith W. Whinnery, Ph.D.

2. Florida Blueprint and UWF Goals
Florida Blueprint Goals:
Increase the knowledge and skills of all teachers working with students with disabilities (SWDs)
Provide guidance to institutions of higher education to revise teacher preparation programs.
UWF Goals:
Develop collaborative faculty-led processes to enhance teacher preparation curricula; and
Use the collaborative process to strengthen implementation of Universal Design for Learning (UDL) and Inclusive Practices within undergraduate teacher preparation programs.

3. UWF Teacher Education
General and Special Education are housed in one department
Majority of teacher candidates are enrolled in our dual licensure program
Elementary/ESOL/Reading B.A.
ESE/Elementary/ESOL/Reading B.A.
Faculty have expressed a desire to increase collaboration and coordination
Across general and special education courses
Across coursework and clinical experiences
Data reviews identified a need to more strongly infuse strategies for teaching diverse learners into general education content courses

4. UWF Collaborative Curriculum Enhancement Model
Focus on internal priorities, not external requirements
Adopt a common language
Develop a faculty learning community (FLC)
Mediate the learning process, and provide on-going support
Introduce and model the “critical friend” approach
Celebrate and recognize the work of the group

5. UWF Curriculum Enhancement Process
Project team shared vision with department and college administrators
Consultant provided UDL training to all teacher ed. faculty
Faculty volunteered to participate in Faculty Learning Community
Professional development and collaborative curriculum review
Collaborative development of enhanced curriculum map
Continued professional development
Collaborative course enhancements – shared ideas and resources
Implementation
Replication/Scale-up – repeating process with additional courses and programs
Sustaining efforts
Summer 2015
Fall 2015
Spring 2016
Fall Present

8. Getting Started at UWF Gained leadership support and endorsement
Repeatedly presented project opportunity (soft sell)
Connected to internal values and priorities
Relied on existing relationships – trust, credibility
Developed common understanding
Dr. Maya Israel’s UDL presentation to full faculty
Sought departmental input prior to initiation
Commitment to preparing inclusive educators
Shared decision making – programs and possible courses
Requested voluntary participation

9. “I think it was the way they approached participants or volunteers so to speak. It was not threatening. It was not, “You have to join.” It was, “Who wants to volunteer?” And so it was the way it was introduced. People felt like they wanted to be there.”

10. Communication and Collaboration
Faculty Learning Community (FLC)
Collaborative decision-making and planning
Process – format and time
Products (targeted courses, progression of content, level of integration)
Critical Friend
Cross-disciplinary
Other perspectives
Meaningful feedback
Universal Design for Learning (UDL) CEEDAR Innovation Configuration
Coaching and support provided by the UDL Project Team

11. “The best approach is collaborative with continuous support and consultation. When faculty make decisions about how to implement information into their own courses. It is more effective, more motivating, and better quality.”

12. Sustaining Momentum
Integration of UDL into course syllabi and program SLOs
Replication with additional courses and new programs (Secondary)
Continued engagement with university leadership
Ongoing communication about UDL efforts and outcomes
Integrating UDL into Continuous Improvement Efforts
Completer and employer surveys
CAEP Standard 1
Continuing Faculty Learning Community activities
Fine-tuning and quality assurance
Deepening understanding and implementation
Continued sharing of course updates and resources
Coordination with school districts

13. UWF UDL Integration Effort
Questions & Answers
(5 minutes)

14. Critical Components: University of Central Florida
Collaborative Curriculum Enhancement for Inclusive Practices
Share resources and learning across disciplines
Develop “shared” language and knowledge
Develop faculty learning community (FLC)
Determine peer partners and provide on-going support
Share goals, resources, and supports developed by faculty
Celebrate and recognize the curricular enhancements

15. Learning and Development Process
After vision was shared, we determined teams of professionals to partner in the work
Met with College Dean and Department Administrators
Approved and shared vision for project
Supported “Faculty Fellows for Inclusive Pre-service Education”
All faculty completed a one hour on-line course re: ESE for re-certification to develop “common language” among colleagues
Hosted “Kick-Off” meeting in Dec. with members and Dean
Multiple meetings/month (large group and ESE/El. Ed. Teams)
Determined “Critical Questions” to address during enhancement
Shared updates, resources, reactions (written reflections and discussions) as ESE and content teams enhanced courses based upon the standards of the Council for Exceptional Children (CEC).
Met monthly as a Professional Learning Community to share innovations, ideas, resources, and enthusiasm

16. National, State, and University Educational Resources
Standards
Council for Exceptional Children; Florida Educator Accomplished Practices
Websites & Articles
IRIS Center for Curricular Modules and Resources
Article: UDL and Access and various modules
Content
Promises to Keep – CEEDAR and CCSSO publication Sample of Resources for Content Areas
State/University/
School District
FDOE-funded projects (e.g., FDLRS, Florida Inclusion Network, PS-RTI), UCF Student Accessibility Services, Webcourses, doctoral students, classroom teachers, principals
5. Professionals
Professionals from multiple educational agencies
CEC Knowledge and Skill
University
School Districts
State Agency Personnel
Doctoral Students
Faculty: General Education
Special Education
Faculty:
School Personnel

17. Initial, Foundation Course for all Teacher Candidates:
EDG 4410 Course Evolution
Online Module
Videos
Chapter in online textbook
Read, Write, Think website
SeeSaw.Me electronic journal
UDL Learning Centers
Disability cards
Lesson plans modified
Video Case Studies/UDL Lesson Planning introduced

19. Deliverables and Accomplishments
Enhanced and aligned syllabi with CEC, FEAP, ESOL standards
Enhanced lesson planning format within CEDHP for inclusive planning used in initial educational foundations course
Collaborative development of teaching resources (e.g., UDL, inclusive practices, MTSS/RTI)
Resources and samples to disseminate
Research and evaluation systems in process
Enhanced and aligned Curriculum Maps within initial courses in Elementary and Exceptional Student Education
Professional competencies of the Council for Exceptional Children (CEC) within undergraduate courses

20. CEC Curriculum Matrix

21. Faculty Feedback - UCF
“I was inspired by my mentors who patiently walked me through the CEC standards and surprised me by finding either windows of opportunity to integrate Ex Ed or showing me how I was already doing much of what we need.”
“It is a very exciting process! One of my students came up after class and thanked me for bringing in the topic of exceptional students into our class. She said that she feels more prepared for the future.”
“I’ve learned so much by looking at research for science education. I’ve also learned that even small changes can make a big difference with my students, and in turn, their future students.”
“Great collaboration is possible!”

22. Next Steps - UCF
Course enhancements in Exceptional Student Education to increase core content
Electronic case studies of students with disabilities (13 categories) for use in lesson planning (e.g., differentiation, UDL, tier 1 considerations, accommodations, etc.)
New course under development for teacher candidates to take during Internship II will be enhanced to build upon enhancements and additions from each course
Inclusive products (e.g., clinical supervision rubric, course products) developed through UCF Faculty Center for Teaching and Learning)
Proposals submitted for state and national presentations
Research and instrumentation developed; Several SOTL research initiatives.
Survey for all elementary education teacher candidates re: perceptions of teaching SWDs as part of Institutional Effectiveness (UCF Program Accountability)

23. UCF Inclusive Educator Preparation
Questions & Answers
(5 minutes)

24. Small Group Discussions (25 minutes)
Divide into three groups. Each group will focus on one of three problems of practice (getting started, communication & collaboration, sustaining momentum).
In each group, participants will:
introduce themselves
share issues/challenges related to the problem of practice
brainstorm strategies to address common issues/challenges

25. Problems of Practice Discussion
1. Getting Started
Recruiting administrative support and faculty participation
2. Communication and Collaboration
Fostering communication across disciplines/departments
Building common language
3. Sustaining momentum
Sustaining and scaling-up reform efforts

26. Group Share Out (10 minutes)
Each group will share important discussion points and strategies (3 minutes/group)

27. Closing Connections (5 minutes)
Reflect on what is important to share with your team.
Lessons learned
Specific strategies
Things to avoid