1. Ohio Deans Compact Overview CEEDAR Webinar June 21, 2018

2. Compact Mission
Improving the capacity of teacher education, educational leadership, and related services personnel preparation programs in Ohio to better prepare educators to effectively teach and support every child through collaborative inquiry, meaningful partnership, and collective action.

3. Responding to the Need for:
Preparation programs that prepare educators to more effectively teach and support every child (i.e., inclusive programs).
Authentic partnerships between P12 and higher ed; shared ownership for preparation and ongoing development.
A forum for collaborative inquiry and collective action (among IHEs and between IHEs and districts, professional associations, state leaders, others) to change the system.
Eliminate silos
Envision and support inclusive models of preparation through incentive grants to IHEs
Broaden notion of inclusiveness beyond GE-SE conversation
Incentivize Ohio IHE program redesign, leading to inclusive teacher education and education leadership models of preparation

4. Compact Structures 30-member group – meets quarterly
Core Team meets at least quarterly and includes ODE, ODHE, the Compact Chair, Vice Chair, Secretary/Webmaster, Director, staff
Standing Committees:
Dissemination
Low Incidence
Policy
Impact Evaluation

5. Compact Structures
Linkages to major higher ed and P12 groups (e.g., SUED, OAPCTE, OCPEA, OEA, OFT, OAESA, OASSA, BASA, OLAC)
Community of Practice (CoP) for funded IHEs and quarterly facilitated meetings, quarterly calls, annual sharing at conference, and as-needed action forums
CEEDAR Center connections

6. Two Quick Examples that Illustrate the Work

7. Incentive Grant Program
Developing inclusive models of teacher preparation leading to dual licensure in GE and SE
Simultaneous renewal
Low incidence sensory disability collaborative initiatives
Course redesign or overhaul of existing education leadership preparation programs

8. TVI Consortium: A Component of the LISD
Shawnee State University (lead)
Bowling Green State University
Mount Vernon Nazarene University
Univ. of Rio Grande
Youngstown State University
Multi-institutional
Four Semester Post-Baccalaureate Licensure Program
Hybrid Delivery
Online
Field Requirements
Service Agreement
Cohort Model

9. Lessons Learned
Shift from a focus on “inclusion” to a focus on inclusivity/inclusive practice to move the conversation beyond a SE-GE dichotomy
Involve both ODE and ODHE
Target deans-level membership
Incentivize the development of redesigned preparation programs that align with the focus
Build a coalition to reinforce the mission/focus of the work (national experts, connections to key partner groups in and outside of Ohio, via quarterly meetings and conference)
Establish/use structures that allow members, incentive grantees, others to learn from each other, and learn as a collective
Structure regular meetings to support engagement, decision-making, networking, and discussion/dialogue, and extend learning to the wider community

10. DISCLAIMER
This content was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A Bonnie Jones and David Guardino serve as the project officers. The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred.