1. Ohio Deans Compact: Incentivizing & Leveraging Resources CEEDAR Convening June 27-29, 2017

2. Compact Goals
Improved capacity of Ohio teacher, administrator, and related services personnel preparation programs to better prepare professional educators to more effectively teach and support every child.
Increased level of collaborative inquiry among Ohio’s institutions of higher education (IHE) that fosters improvement in the preparation and ongoing professional development of educators skilled in meeting the instructional needs of all children.

3. Need for Change
Marginalization and exclusion are far more common in American schools than inclusive practice, even though inclusive practices improve schooling for all children.
Programmatic silos within higher education, and within PK12 settings, limit opportunities for educators to work together to more effectively meet the instructional needs of all learners.
A dearth of P20 partnerships limits opportunities to harness the combined expertise of educators that is needed to support preparation and personnel development across the career continuum

4. Promoting Inclusive Practice by:
Reducing the effect of programmatic silos
Developing models of inclusive preparation
Broadening the notion of inclusiveness beyond a GE-SE conversation
Leveraging resources by aligning the work with other state initiatives that seek to improve inclusive practice (e.g., OLAC, OLi4)

5. Ohio Leadership Advisory Council
Identifies essential leadership practices for DLTs, BLTs, and TBTs as a fundamental component of Ohio’s improvement framework (OIP)
Provides on-line learning resources that can be used/adapted by districts, IHEs, and others
80% grads are employed by districts that use OIP-OLAC process (rationale for requiring IG applicants to embed OLAC in project work)
Challenges & Alignment with Compact Work

6. Ohio Leadership for Inclusion, Implementation, and Instructional Improvement (OLi4)
A statewide principal PD initiative developed and delivered by the SDI Center/UC with support from ODE
Builds principal and district capacity to use OIP as framework for continuous inquiry, learning, and improvement
Strengthens Statewide System (OIP, OLAC) with a web-based tool – OLi4 comprehensive PD with web-based component
Challenges & Alignment with Compact Work

7. LISD Collaborative

8. LISD Collaborative Multi-institution collaborative
Post-bac licensure only (online) program leading to licensure in visual impairment
Allows candidates to remain close to home
Designed to address severe shortages
Designed to serve as a model for expanding to other LISD areas
Challenges & Alignment to Compact Work

9. Partnership Activity Strategic Alliances Advocacy Networking AACTE
NCEO
Advocacy Institute
CEEDAR
Advocacy Networking
Teachers College Inclusive Classroom Project (TCICP)
EdChange
LEA Connections: VVUSD and BCSC

10. INCENTIVE GRANT PROGRAM
Teacher Ed Redesign via development of Dual Licensure Programs
Simultaneous/symbiotic Renewal Efforts
Development of course content to build capacity in LISD
Ed Leadership Redesign/Re-structuring efforts

11. Incentive Grant Program
Development, adoption/adaptation of inclusive models for restructuring existing general & special education teacher preparation programs as develop dual licensure models
Course redesign or overhaul of existing education leadership preparation programs

12. Incentive Grant Program (continued)
Development of coursework leading to an endorsement in sensory impairment
Development or improvement of P20 partnerships through simultaneous renewal

13. Conditions Supporting Program Restructuring/Redesign
Shared vision for integrated/unified program
Support from department and college administrators
Involvement of supportive faculty members
Systematic review of curricular content, grounded in relevant standards
Creation of governance structures that break down disciplinary silos
Involvement of a critical friend or external evaluator
Provision of resources to support faculty members’ time for curriculum work and team teaching