TEI CC Agenda and Msterials 06 09 2017 - UW · 6/9/2017 · education field, this idea seems novel...

CoordinatingCouncil

Friday,June9,2017•11a.m.to2p.m.UniversityofWyoming•WyomingHall•Room312

(Northon15thStreetfromGrand;WestonLewisStreetfrom15thtoParkingLotEntrance;ParkinlotnorthofWyomingHall)

•••ViaVideoconference:https://zoom.us/j/495503689,Phone408-638-0968or646-558-8656

1. 11a.m.–AgendaandProposalDispositionTimelineOverview..........................................RebeccaWatts

2. 11:10a.m.–DiscussionandConsensusofDispositionforProposal2017-01..........................................All

3. 11:50a.m.–DiscussionandConsensusofDispositionforProposal2017-02..........................................All

4. 12:30p.m.–(BoxLunchesServed)...........................................................................................................All

5. 12:40p.m.–DiscussionandConsensusofDispositionforProposal2017-03..........................................All

6. 1:20p.m.–DiscussionandConsensusofDispositionforProposal2017-04............................................All

7. 2p.m.-Adjourn........................................................................................................................................All

TEICoordinatingCouncil•2017-01ProposalReviews

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ThisproposalisverymuchinlinewiththeobjectivesoftheTEI.Ittakescurrentlyavailabletechnologyandintegratesthattechnologyintooureducationalsystem.

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Wellpresentedandunderstandable.

Thisproposaladdressesindicators3,4,6,&7

Providesstrongevidenceoftheneed.TheuseofMursionhelpswiththeburdenoffloodingschoolsinAlbanyCountywithpracticumstudents.

Thereappearstobeampleopportunityforpre-serviceteacherstoobserve,analysize,andreceivefeedbackthroughtheuseoftheMursionprogram.

Thereisextensiveevidenceoftheprogramsuse/successattheUniversityofMississippi,AuburnUniversity,andUniversityofMaine,Orono.

Verythorough! Verythoroughnarrativeinregardstotheproblem,proposal,desiredoutcomes,andimplementationplan.

Thisisaninterestingandinnovativeapproachtoprovidingpre-serviceteacherswithopportunitiestoworkonclassroommanagementskills.Itisanareathatistoughtoteach,andwithoutactualexperienceitistoughtoimprove.TheMursionprogramappearstobeanavenuethatthroughsimulationswouldprovideampleopportunitiesforstudents.

interestingproposal

utilizationoftechnologyisinterestingandprovideseasyaccesswithlittlerisk 3

Ineedtodomoreresearchonthismyself,wouldliketoknowmoreaboutresults 4

Ibelievethisitstillemergingtechnologybutrelativelybroadbasedasfaraspilotsandtesting

lostriskapproach,easyaccessutilizationbarrierIexpectwouldbelowforstudentsvs.thefirstexperiencebeingintheclassroom

Iexpectlowrisktomoststakeholders.Somestudentsmayneedmorehumaninteraction/coaching

scalableisastrength Iamimpressedwiththisproposal

Needmoreunderstanding/homeworkonmypart,hardformetovisualizehowtheexperiencewillbe;however,I'mimpressedparticularlyforruralareasandthescalablefactor

6/8/17

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Solutionstorestraintswerenotoutwardlyevident.

Confidentialitywasmentioned.Also,theabilitytocollectdataseemedtobelessthanoptimal.Whiletherewasshorttimeframetodevelopthepropoasl,Ifeelthatthisneedstobeclearlyarticulatedbeforemovingforward.

*Proposalusesthewording"provideaccess"throughoutbuthasnomentionofaccountability.Thereisthe$1000incentivealso,yettheinvestmentintothisproposalhasnotguaranteeofusage.Theoverallconceptsoundsgreatbutwithoutaccountabilitymayendupbeingawasteofresources.

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Thisproposalclearlysatisfiestheindicatorofcontinuousimprovementprotocolsforfieldandclinicalexperiences.Italsosatsfiesstateoftheartcollegeofeducationtechnologicalcapabilitiesasmeasuredbyfacultyandcandidatecolaborationandinnovation.Theotherindicatorsmaybesatisfiedwithamoreovertevaluationprotocol.

Theauthor(s)suggestthattheopportunitiesforearlypracticumexperiencesarelimitedatUWduetotheoverburdenofnumberofcandidateshavingtoutilizeAlbanyCountySchoolDistrict#1.Thesesimulationopportunitiesmayprovideaneffectivetooltoaugmenttheseearlypracticumexperiencesinboththeundergraduateandleadershipprograms.ItisunclearfromtheproposalhowMursionwillbeusedacrossmultiplesitesinWyomingwithasimulationspecialist.Howthissimulationwillbeimplementedacrossthestateneedstobeclarifiedmoreclearly.

Theauthor(s)providesomebackgroundempiricalevidenceonhowtechnologyapplicationshavebeenusedtoincreaseclassroommanagementskills.TheevidencefortheteachLIVEprogramissomewhatlimitedwithtwograntreportsbeingthesumtotalofevidencespecificforthistechnologyapplication.Iwouldhighlyencourageanempiricalevaluationprotcoltobemorefirmlyembeddedwithinthethreeyearpilotproject.

Theauthor(s)contactedthreeinstitutionsofhighereducationintheUSregardingtheirperceptionsoftheMursionsystem.Questionpromptsrelatedtohowlongtheyhaveusedtheprogram,howitisutilizedandbenefitsanddrawbacksofthesystem.Thesystemwasgenerallyusedintheearlypartsoftheundergraduatepreparationprograminaslowrolloutsituationwithonemaincoordinator.UndergraduatesseemgenerallytobeattractedbytheuseoftheinnovationandeducatorsreportedthatMursionsupportwasverygood.Thechallengeseemstobethehiringofthesimulationspecialiststhatarerequiredwithineachsimulation.

Proposalidentifiesthelossoffaculty/candidateconfidentialitywhileparticipatinginthesimulationlab.Nosolutionsareproposed.

ThelackofinclusionofanevaluationprotocolislistedasarisktotheTEI.

ThebudgetnarrativeprovidesathoughtfulrequestforpilotimplementationwhichisstaggeredbaseduponinitialsetupandpurchaseoftheMursionsystem.Myconcernwiththebudgetistheuserstipendwhichincludesninefacultyat$1000peryear.Thereisnorationaleprovidedastohow9facultywereselectedandhowtheyfitintothethreeareasofeducationalleadership,undergraduateteacherpreparationandschooldistricts.Somerationaleneedstobeprovidedforthisfacultyinvolvement.

ThisisaproposalthathassomeworthinrelationtotheTEIindicators.Theuseoftechnologyadvancestoaugmentpracticallearningexperiencesforearlyyearundergraduateshasmerit.Mymainconcernwiththisproposalisitslackofformalevaluationprotocolintermsofitseffectonteacherlearning.Theauthor(s)needtorevisitthissectiontoprovidehowresearchquestionswillbeposedandempiricaldatacollectedrelatedtothisgoal.Theauthor(s)alsoneedtoprovidemoreinformationonthefacultywhowillbeinvolvedinthispilotprojectandhowthissimulationsystemwillbeutlizedacrossdifferentschooldistrictsinthestate.

Isuggestthatthisproposalmovesforwardwiththeaforementionedrevisions.

Theproposaldirectlyaddressesfourkeyperformanceindicators.AsevidencedbythefeedbackfromtheTEITownHallMeetingsandtheresultsfromtheTEIStakeholderGroupBaselineSurvey,aneedhasbeenarticulatedtoprovidecandidateswithmoreextensivefieldandclinicalexperiencespriortostudentteaching.Thisproposalwoulddirectlyaddressthatneed.

TheproposalcitesfeedbackfromPrincipalSurveysandtheevidencefromtheTEITownHallMeetings.

TheLiteratureReviewsupportingtheproposalshowsastrongevidencebasefortheintervention.

Theproposalprovidesdetailedevidenceofthetechnology'suseattheUniversityofMississipppi,AuburnUniversity,andtheUniversityofMaineatOrono.Further,theproposaldocumentstheuseofthetechnologyin65educatorpreparationprogramsandschoolsystems.

Theproposalidentifiesconstraintsandoffersproposedstrategiestoreducetheeffectoftheidentifiedconstraints.Theproposalfailstoidentifyastrategytoamleioratethelossofcandidateconfidentiality.

TheproposalidentifiesrisksthatcanbeaddressedthroughdevelopmentofanevaluationsystemandthroughoutreachtoWyomingP-12SchoolDistricts.

Thebudgetrequestappearstobesufficienttoimplement,monitor,andmeasurearobustpilot.ThesolequestionIhaverelatestotheneedforafacultystipendof$1,000peryear.Idon'tunderstandthejustificationforthisrequest.

TheproposalnarrativeisdetailedandprovidesgoodinformationontheproposedtechnologyandhowitwouldbeusedinUWCOEprograms.

Theproposaldirectlyaddressesawell-documentedneedfortheUWCOEprograms.ThesoleconcernIhaveistheproposaltoprovidefacultya$1,000annualstipendasanincentivetousethesystem.

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Evidenceisprovided.

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Theresearchworkgrouphasprovidedauniqueproposalforofferingstudentstheopportunitytoparticipateinvirtualscenarios.Thepilotimplementationisthoroughlydescribed,supportedbyexistingresearch,andthebudgetisadaquate.

Overall,theproposaliscompleteandverywelldone.TheuseoftheMursionvirtualrealitysystemappearstobeaverycreativesolutionforourprogram,providingourstudentswiththeopportunitytohaveexperiencesthattheyotherwisemightbeunabletohave.Inaddition,Iappreciatethatwillallowpartnerschoolstosharesomeofthepurchasedtime.Idorecommendthattheydevelopanongoingevaluationofthepilotprogram.

Recommendation:Iwholeheartedlysupportthisproposal.

3 4 4 4 3 3 4

Onbalance,thisseemslikeaverysolidproposal.TosomeoneNOTintheeducationfield,thisideaseemsnovelandanexcellentuseoftechnology.UWseemstohavesomeuniquechallengesinteachereducation,andthisproposalseekstoexpandtheopportunitiesforstudentstopracticetheircraft.Thisproposalappearstobewellthoughtout,insightful,andanexcellentuseoffundingdollars.

Iverymuchlikethisproposal.Itclearlyaddressesaneed,andhasuniqueimplicationsforWyoming'steachereducation.Gettingstudentsintheclassroomhasalwaysbeenachallenge,andthisproposaltriestoaddressthatproblem.

28 TOTAL 28 TOTAL 24 TOTAL 32 TOTAL 22 TOTAL 24 TOTAL 30 TOTAL GRANDTOTAL 1883.50 MEAN 3.50 MEAN 3.00 MEAN 4.00 MEAN 2.75 MEAN 3.00 MEAN 3.75 MEAN

TEIStakeholderFeedbackGroup•2017-01ProposalReviews

6/8/17

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Proposalutilizesstateofthearttechnologytosimulateclassroommanagementscenariosandactions.Thishaspotentialtoprovidecontinuousimproveandtoproducehighlyqualifiedconfidentgraduates. 3

Theproposaldemonstratesneedforuseofthesysteminthestate.Itwillbeginsmallandhopestobranchouttoallofthestate.

Theliteraturereviewisextensiveandincludesrelevantsourcesthatsupporttheneedforclassroommanagementdevelopmentskillsandhighlightthepotentialuseoftechnologytoaidethisareaofdevelopment.

Providesinformationrelatedtootherprogramsutilizingtechnologyinthesamemanner

Providessolutionstocontextualconstraints-addressesneedtokeeptechnologyupdatedandaccessible.Maybelimitsinthestatetoaccess.

Thereislittleriskinvolved-onlyapotentialforstrongerpartnershipsandstrongergrowthindevelopingclassroommanagementskills.

Detailedbudgetdescription

ThenarrativedetailsaprogramthathaspowerfulpotentialforfillinganeedinUWteachereducationgraduatesandfillsaneedforon-goingProfessionalDevelopmentforteacherswhilestrengtheningpartnershipsaroundthestate.

Thisisaclearlypresentedproposalwithstrongpotentialforpositiveresults.

4 3 4 4 3 4 42 2 2 2 2 2 23 2 3 2 3 3 34 4 3 4 4 3 2

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TheproposalwillimproveopportunitiesforUniversityofWyominggraduatesinWyomingschoolsbymeetingacriticalneedforsimulationexperiencesintheundergraduateteachereducationprogram.ProvidingaccesstoschooldistrictswillestablishacriticalalignmentbetweenthetheUniversityofWyomingCollegeofEducationandWyomingSchoolDistricts.

TheneedforthistypeofclinicalsimulationexistsinWyoming,butalsoextendsbeyondtheCoEandtheStateofWyoming.SignificantpotentialexistsforthistypeofsimulationtobescaledupwithintheCoEandwithotherprograms.

Thereissignificantevidencetobefoundregardingthevalueofsimulationfortheeducationprofession.ThisproposalprovidestheCoEwiththeopportunitytoextendthesimulationtoteachingcandidatespriortostudentteaching.

Theprogram,anditsuseinthepreparationofteachersappearstoberelativelynew,soIbelievethisportionoftheproposalwaschallenging,althoughitdemonstratedtheemergingnatureofthisplatform.

Issuesareidentifiedandsolutionsproposed.IdobelievethatdevelopingpartnershipswithWyomingSchooldistrictstocreatescenariosiscritical.

Whiletheconfidentialityissueisunderstandable,itiscertainlyminimalfrommyperspective.Teachinginourdistrictispublicandfeedbackfrompeersoccursregularly.IfWyomingschooldistrictsareincludedinthepilotofthisprogramfrominception,Ibelievetheriskwillbelowinregardsto

Budgetrequestandnarrativeareclear.

IbelievethisaddressesasignificantneedintheCoE.IfdonewiththecollaborationofWyomingschooldistricts,ithasthepotentialtonotonlymeetthekeyperformanceindicatorsnotedintheproposal,buttoestablishactiveclinicalpartnershipswithWyomingSchoolDistrictsinawaythataddressesthetimeanddistanceobstaclesuniquetocollaborationinWyoming.

3 3 3 3 3 2 3

IcontinuetobelieveitisimportanttokeepthebestandbrightestyoungeducatorsintheStateofWyoming.Toomuchofourtopperforminghomegrowntalentisleavingthestatetoseekemploymentelsewhere.

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Ithinktheideaofthevirtualclassroomisgood,butwonderaswithanymake-believescenarioifthewritersofthesoftwareareaccurateintheirsituations.Wyomingisdifferentin#ofstudents,culture,andeconomydriversthanMaine,Alabamaoranyotherstatethathasatestimonialtothisprogram.Idonotthinkthereisareplacementforreallife,andwouldnotdoan"allin"onthis,butmaybeapplyittoasmallgroupfirsttoseeitseffectiveness.IwouldalsorecommendhavingacurrenteducatorinWyomingreviewitforitsapplicationandaccuratenessinreallifesituations.Idonotthinkitaddressesalloftheperformanceindicators.

AllexamplesarenotsimilarinlocationorculturetoWyoming.WouldhavelikedtoseesomeexamplesfromtheWesternStates.Also,theyallseemedtobenewtotheprogramandnotenoughlongtermresultsgiven.

Thecostsdonotseemoutrageous.Soitcouldbeworthtestingwithasmallgroup.

Itseemedfineanddescribedtheintentandpurposeofthesoftwareforusetoachievethegoals.However,Iamskepticalonthesituationsbeingtruetoreal-lifeinWyoming.

Again,seemsfine.Sameaslastcomment.

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WorkingincollaborativeteamscandomoreforgrowingandretaininghighlyeffectiveteachersthananyotherPDthatisavailable.Anyandallopportunitiestoexposeandapplythesecollaborativeteamexperienceswithourpre-serviceteacherswouldbewelcomeandencouraged.Thisistheoneinitiativethatwilltrulymakeadifferenceintheireffectivenessasaneducator.

Keepmovingforward.

4 3 3 4 3 3 34 4 3 3 3 3 3

Althoughtheresearchersargueformoreconnectiontoindicators,itappearsthatthisstudywouldspecificallyrelateto#3and#7.Inthisreviewersopinion,#3isofcrucialimportance. 3

Theauthorsprovideaconvincingargumentforneed-specificallyconsideringlimitedplacementsinLaramieandCheyenneforearlyfieldteachingexperiences.

Evidencesupportstheinclusionoftechnologyinearlyfieldteachingexperiences-eventhoughitwasdifficult(impossible)toidentifywhichstudiesspecificallyusedthisprogram.

Threeprogramswereincludedinthereview.

Themostapparentcontextualconstraintispersonneltomanagethesystemandfacultytoimplementthesystem.Theseconstraintshavebeenconsidered.

Theminimalriskshavebeenaddressed

Thespecificbudgetneedsforthreeyearshavebeenaddressed.

Althoughinitiallyskepticalwhenreadingthisproposal,theauthorsprovidedasolidargumentforhowthissystemcouldenhancetheCoEprogram.

Thisisaworthwhileproposalthatneedstobeconsideredasrelevanttotheproject.

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TheamountofworkthatwentintothisproposalisintenseandIfeelitmeetstheneedsofallWyomingstakeholders.

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Asstatedintheproposal,thisaddresses4KeyPerformanceIndicators.However,Ibelievethatthestrongestconnectionswiththeseindicatorsarenumbers3and7.

Whilethisproposaldoesprovideevidenceofneed,asreportedthroughseveraltownhallsandinterviewswith55principals,Ididnotgetastrongindicationofthecommunities/regionsthatarerepresentedinthestudy.Iwouldhavelikedabitmoredetailabouthowtheydeterminedwhotosurveyandwhere.

Theproposal'sevidencegatheredthroughevaluationinclude4universities,allwithinruralareasandrepresentingdifferentregionsintheUnitedStates.EachuniversityprovideuniqueandvaluableevaluationoftheiruseofMursionintheirrespectiveCollegeofEducation. 2

Theproposalonlyprovidesoneconstrains,withnoproposalforasolution.

Theproposallists3contextualconstraints.Twooftheseconstraintscontainsverybriefskeletalsolutions.Unfortunately,thissectiondidshowthelimitedamountoftimeteammembershadtoassesspotentialinvolvementandcommitmentfromschooldistrictsthroughoutthestate.

Thisisanexcellentandthoroughbudget.But,giventheriskthattheuniversitymaynotreceivecommitmentfromschooldistrictsinWyoming,abudgetlinetovisitdistrictsandassesstheirneedmightbeuseful.

Theproposalnarrativewasconciseandaddressedallcomponentsoftheproposal.TheDescriptionofInterventionprovideabroadscopeoftheproject,butIdidnottrulyunderstandthepurposeofMursionintheuniversitysettinganduntilIhadreadtheentireproposal.Moredescriptionoftheproductwouldhavebeenhelpful.

IthinkthattheMursiontechnologyandmethodisaveryvaluableprograminhelpingCollegeofEducationstudentsinbothundergraduateandgraduatelevelclasseslearntheverynecessaryskillsofclassroommanagement,aswellascommunicationwithcolleaguesandparents.Iwouldhavelikeamoredescriptionofwhatasimulationmightlooklike.AfterresearchingthisonlineIhaveamuchbetterunderstandingofhowuniversitystudentsactuallydoteachaclassanddealwithveryrealclassroomissues.

ResearchWorkGroupProposalForm

PleaseemailcompletedformtoTEIExecutiveDirectoruponcompletion.Version2.0:February22,2017

InitiativeResearchObjectives

• Identifyhighlyeffectiveevidence-basededucatorpreparationpractices• Identifywhichhighlyeffectiveevidence-basedpracticescanbeimplementedwithfidelityand

rigorinWyoming• Adaptandrefinehighlyeffectiveevidence-basedpracticesforimplementationinWyoming

InitiativeResearchDefinitions

• Candidate–anindividualenrolledinaprofessionaleducatorpreparationprogram• Completer–anindividualwhohassuccessfullycompleteaprofessionaleducatorprogram• EducatorPreparationPractices–professionaltraining,includingcourses,fieldworkinschools

(includingstudentteaching),andotherexperiencesdesignedtoequipprospectiveeducatorswiththeknowledge,attitudes,behaviorsandskillsneededtosupportthesuccessofpre-schoolthroughgrade12(P-12)studentsintheirclassrooms,schoolsandwidercommunities

• Evidence-BasedPractice–practicedevelopedbyintegratingthebestavailableevidenceincludingquantitative(numerical)andqualitativedata.Dataforevidence-basededucatorpreparationpracticeincludebutarenotlimitedto:

o currenteducatorpreparationliteratureo meta-analyses(combineddatafrommultiplestudies)

§ historicalresearch§ experimentalresearch§ non-experimentalresearch§ exploratory,descriptive,andexplanatory(causeandeffect)research

o outcomesdataofP-12studentstaughtbyprogramcompleterso employmentoutcomesofprogramcompleters,includingpersistencethroughinduction

programsandpersistenceintheprofessiono candidateperceptionsofprogrameffectivenesso employer(schooldistrict)perceptionsofprogrameffectiveness

PROPOSAL:2017-01

InitiativeResearchWorkGroupNameCollegeofEducation

Submittedby DavidYanoski(onbehalfoftheCOERWG)ContactEmail david.yanoski@marzanoresearch.comContactPhone 303-766-9199SubmissionDate 5/19/2017ResearchWorkGroupMemberNamesLeslieRush

CynthiaBrock

TerriDawson

JohnHansen

JayHarnack

JanSegerstrom

CraigShepard

WesTownsend

ProposalforPilotImplementation(pleaseprovidenarrative): ProblemStatement:Classroommanagementskills,collegialinteraction,andcollaborationskillshavebeenidentifiedasamajorneedofeducatorprepcandidates.Althoughthetheorybehindtheseskillscanbetaught,theyarereallyonlylearnedwithexperienceandpractice.Currentcoursesofferfewopportunitiestopracticeotherthanrole-play,andfieldexperiencesarenecessarilylimited.Inordertoincreasepracticeopportunitiesandimprovetheseskills,theCollegeofEducationResearchWorkGroupproposestopilottheuseoftheMursionvirtualrealitysimulationsystem.

Proposal:UsefundingfromtheUniversityofWyomingTrusteesEducationInitiativetoconductathree-yearpilotoftheMursionsimulationsystem.Thispilotiscomposedofthefollowingelements:

1. 3yearaccesstotheMursionsimulationsystem2. Accesstoalibraryofscenariosincludingclassroommanagementsituations,content

instruction,andadulttoadultinteraction(e.g.,parentteacherconferences,evaluationmeetings,coaching,interactionswithcolleagues),

3. Thedevelopmentof2customizedscenarioseachyear(4total)developedinconjunctionwithUWfacultyandpartnerschooldistrictinput

4. 60hoursofaccesstimeperyearapportionedasfollows:30hourstomethodscourses(EDST3000,EDCI4000),15hourstoschoolleadershipcourses(e.g.,EDAD5030,EDAD5150),and15hoursavailableforpartnerschooldistrictstouseforteacherprofessionaldevelopment

5. Technologyequipmentupgradesasneeded6. Trainingforfacultyonhowtousethesystemandfacilitatefeedbackandreflection

activities7. On-sitesystemmanager8. Thedevelopmentofapartnershipwithseveralschooldistrictstogatherinputon

newscenarios,toidentifyhighneedsareasalignedwithevaluationmodels,andtoexplorewaysthataschooldistrictcouldpotentiallyusethesimulationsystemforprofessionaldevelopmentandpurposes

Outcomes:1. Provideopportunitiesforeducatorprepcandidatestopractice,receivefeedbackon,

andreflectonclassroompractices(e.g.,classroommanagement,contentinstruction)

2. Provideopportunitiesforeducatorprepandeducationleadershipcandidatestopractice,receivefeedbackon,andreflectonadulttoadultinteraction(e.g.,withcolleagues,parents,community,andinevaluationandcoachingsituations)

3. Provideopportunitiesforschooldistrictstoexperimentwithamethodforprovidingindividualandtargetedprofessionaldevelopment.

DescriptionofIntervention:

Mursionisavirtualtrainingenvironmentinwhicheducatorcandidatespracticecomplexinstructionalskills,includingclassroommanagement,contentareainstruction,interactionswithadults,includingotherprofessionalsandparents,andworkingwithstudentswithspecialneedsinasafe,simulatedenvironment.MursionwasdevelopedaspartoftheTeachLivEresearchprojectattheUniversityofCentralFloridawithfundingfromtheGatesFoundation.Currently,Mursionisinusein65universitiesandk-12schoolsystemsaswellashealthcaresystems,hospitalitybusinesses,andotherbusinesssettings.Mursionusesacomputerbasedmixedrealityenvironmentinwhichcandidatesinteractwithavatarsrepresentingsmallclassesofstudents(uptofiveatatime),otherprofessionals,parents,schoolleadership,orcommunitymembers.Thecomputercontrolsthephysicalmovementsandappearanceoftheavatar.Ahumanactor,orsimulationspecialist,controlstheinteractions.Thesimulationspecialistsareselectedandhighlytrainedtoprovideasauthenticalearningexperienceasispossible.Themixedrealityapproachenableseachsimulationtobehyper-responsivetotheuniqueliveperformanceofeachindividuallearner,allowinglearnerstofullyimmersethemselvesandthusproducesignificantandlastingchangesinpractice.

TheblendedmodelalsoenablesMursiontoprovidehighlycustomizedandcost-effectivesimulationexperiences.EachweekMursionworkswitheducatorpreparationfacultiesacrossthecountrytodesign,embedintocoursework,andconsistentlydelivermixed-realitysimulationsforpreserviceteachers.Mursioncurrentlyhashundredsofscenariosspecifictoeducationsettingsinitslibrary.Newscenariosareaddedtothesystemonaregularbasis.Thesystemalsoallowsforcustomdevelopmentofscenarios.Mursioncanbeusedoneononewithcandidatesorinalabsetting,withcandidatestakingturnstointeractandothercandidatesviewingandreflectingontheexperience.UWfacultywouldbethereinallcasestomanagetheexperienceaswellasprovidefeedbackandguidereflection.TheMursionsystemisdesignedtofocusondiscreteskillsandforcecommonperformanceerrorsfromwhichtraineescanlearn.Itcanalsobepersonalizedtotheindividualcandidate’scurrentlevelofskillbyincreasingordecreasingthedifficultyoftheinteractions.ThesystemalsoallowsformultipleroundsofpracticeandfeedbackprovidedbyUWfacultywithouthavingtoarrangeforfieldexperiences.ThecurrentproposalistopilottheuseoftheMursionsimulationsysteminthreeareas:1.Anundergraduatemethodscourse,2.Aneducationleadershipcourse,and3.Districtusefortargetedprofessionaldevelopment.Thepilotwillusetheexistinglibraryofscenariosandthedevelopmentofcustomscenarios.TheUniversitywouldpurchaseaccesstimefromMursion.DataontheuseoftheMursionsystemwillbecollectedfromavarietyofsourcesincludingschoolandfacultysurveys,numberofsimulationhoursused,evaluationofcandidatesusingexistingassessmenttools,andthenumberofadditionalexperiencesandpiecesoffeedbackthatstudentshavereceived,amongothers.Inaddition,theResearchWorkGroupwillreachouttootherschoolsusingthesystemforevaluationtoolstheschoolmayhavedeveloped.Inthefuture,shouldthepilotprovesuccessful,theUniversityofWyomingCollegeofEducationcouldpurchasealicensetothesystem,trainitsownsimulationspecialists,andprovideaccesstothesystemtootherschoolsintheUniversityandtotheschooldistrictsaroundthestate.TheCollegeofEducationcouldchargeforaccesstothesystem,recoupingthecostoflicensing,andmaintainingthesystem.

Proposal’sAlignmenttoKeyPerformanceIndicator(s)1(Checkallthatapply.) ☒StatewideperceptionsoftheUniversityofWyomingCollegeofEducation

☐EnrollmentofWyomingresidentsinUniversityofWyomingCollegeofEducation

1ListcompleteasofFebruary2017.ResearchWorkGroupswillintroduceadditionalKeyPerformanceIndicatorsforGoverningBoardreviewandaction.

☒Continuousimprovementprotocolsforfieldandclinicalexperiences,developedandimplementedinpartnershipwithschooldistrictpartners

☐Executed,activeclinicalpartnershipagreementswithWyomingSchoolDistricts

☒EmploymentofUniversityofWyominggraduatesinWyomingschools

☐NationalaccreditationfromtheCouncilforAccreditationofEducatorPreparation(CAEP),withnoAreasforImprovementorStipulationsrelatedtoCAEPStandard4:ProgramImpact,Component4.3:SatisfactionofEmployers.

☒State-of-the-artCollegeofEducationorganizationalstructure,facilities,andtechnologicalcapabilitiesasmeasuredbyfacultyandcandidatecollaborationandinnovation,candidateperceptionsoftheirexperiences,andoperationalefficienciesasmeasuredbyresourcemonitoringandreporting.

FundingRequesttoSupportPilotImplementation(byAcademicYear)

2017-2018TotalRequest:$34,430

SubtotalAmount:$10,000 Purpose:Accesstosimulationsystemhours

SubtotalAmount:$4,000 Purpose:Customscenariodevelopment

SubtotalAmount:$2,000 Purpose:Equipmentupgrades

SubtotalAmount:$2,880 Purpose:Facultyprofessionaldevelopment

SubtotalAmount:$6550 Purpose:SystemManager

SubtotalAmount:$9000 Purpose:UserStipend

2018-2019TotalRequest$36,550

SubtotalAmount:$2,000 Purpose:Equipmentupgrades

SubtotalAmount:$2,000 Purpose:SchoolDistrictpartnermeetings

2019-2020TotalRequest$36,550

SubtotalAmount:$2,000 Purpose:SchoolDistrictpartnermeetings

BudgetNarrativetoSupportFundingRequest:Foreachoftheacademicyearspresentedinthisproposal,weprovidethefollowingrationaletosupportourfundingrequest.

Accessto60hoursofMursion’sclassroomandindividualsimulationsystem:$10,000duringyear1;$13,000duringyear2;$15,000duringyear3.

Accessto60hoursofMursionsimulationswillbedividedacrossspecifiedcoursesinboththeundergraduateteachereducationprogramandthegraduateprincipalpreparationprogram,aswellasschooldistrictswhorequestaccess,withprioritygiventotheCoEprograms,duringthefirstyear.Studentsandinstructorsinthosespecifiedclasseswillplanandimplementeitherindividualorgroupsimulationsessions,asdescribedbelow.

IndividualSimulationSessions:

Learnersindividuallyexperienceuniquescenariosfocusedononeortwodiscreteskillswithlivefeedback.Eachsessionisrecordedforreflectionandcoaching.Designedforprivatepractice,self-reflection,andspacedlearning.Thereisapackageofthreesimulationsessionswithvideoofeachinteractionforfeedbackandcoaching.Thecostofscenariodesignisincluded.Price:$100/learner.

VirtualGroupWorkshops:

Learnersaregroupedtogetherinteamsof3-5,eachexperiencingatleastonescenariodirectlywiththeavatar(s).Mursion(orourownfacilitator)canfacilitateworkshops.Eachsessionisrecordedforreflectionandcoaching.Designedtopromotepeer-to-peerlearning.Sessionisone,interactivevirtualworkshoplastingapproximatelyonehour.Thecostofscenariodesignisincluded.Price:$200/workshop.

Theincreaseinhourspurchasedduringyears2and3isbasedontheassumptionthatadditionalschooldistrictsand/orfacultymemberswillwishtousethesystemandallowsustopurchaseadditionalhoursofaccessasneeded.

Customscenariodevelopment:$4000peryearduringyears1and2;$2000duringyear3

Mursionprovidesalready-developedsimulationscenariosthatareavailabletousewithinthecostofthehourlyorper-learneraccessdescribedabove.However,itisquitelikelythatinstructorswillwanttodesignscenariosthatarespecifictocourseoutcomesand/orprogramstandards.Customscenariosarebuiltonanindividualbasis,withthesupportofMursionstaff.Mursionthentrainsitsownstafftoprovidethecustomscenarioforspecifiedaudiences.Developmentofeachcustomscenariocostsapproximately$1000,sothisportionofthebudgetprovidesfor4customscenariosperyearforthefirsttwoyearsofthepilot,whichmaybeusedbythespecifiedcourseinstructorsorbythedistrictsreceivingapprovaltousethesystem.Weanticipatelessdemandforcustomscenariosinthethirdyearofthepilot.

Equipmentupgrades:$2000peryearduringyears1and2

ClassroomsinwhichtheMursionsimulationsystemisusedwillneedsomeequipmentupgrades,toensurethesmoothworkingofthesystem.Inaddition,asdistrictsrequestandareapprovedtousethesystem,someequipmentmaybeneededattheschoolsite.ThisbudgetcategoryallowsforpurchaseofthenecessaryequipmentforclassroomsinwhichtheMursionsystemisused.Weanticipatenodemandforequipmentupgradesinthethirdyearofthepilot.

Schooldistrictpartnermeetings:$2000peryearduringyears1and2

AsboththeCollegeofEducationandourschooldistrictpartnerswillbeengagedinusingtheMursionsimulationsystems,itiscrucialthatindividualsengagedinthepilotmeettosharebestpractices,resolveproblems,andsuggestwaysinwhichthesystemmightbeusedtobestadvantage.ThisbudgetcategoryprovidesfortravelexpensesandmealsforCoEandschooldistrictparticipantstomeetinacentrallocationinthestatefor2daysoutofeachacademicyear.Duringthethirdyearofthepilot,theexpectationisthattheuniversityandschooldistrictpartnerswillevaluatethesuccessofthesystemanddeveloparecommendationregardingtheuseofthesystemgoingforward.

Faculty/schoolpersonnelprofessionaldevelopment:$2880peryear

Trainingforusingthesystemtakesapproximatelytwohoursandcosts$160/hr.Anyfacultyorschoolpersonnelusingthesystemwouldneedtotakepartinthetraining.Thisbudgetcategoryincludestrainingfor3personnelfromeachofourthreepilotparticipants:undergraduateteachereducation,graduateprincipalpreparation,andpartnerschooldistricts.

Systemmanager:$6550peryear

OnefacultymemberfromtheCollegeofEducationwillbeprovidedwithaone-coursebuyoutpersemestertoserveasthemanageroftheMursionsimulationsystem,whichwillincludeworkingwithfacultymembersorteachersusingthesystem,scheduling,coordinatingwithMursion,andotherresponsibilitiesasneeded.

Userstipend:$9000peryear

CollegeofEducationfacultymemberswillreceivea$1000annualstipendasincentivetoinvesttimeandenergyinuseofthesystem.

LiteratureReview Reviewedandanalyzedrelevantcurrentliteratureonthebestpracticesforpreparingprofessionaleducators

LiteratureCitations:1. Bell,R.L.,Maeng,J.L.,&Binns,I.C.(2013).LearninginContext:TechnologyIntegrationina

TeacherPreparationProgramInformedbySituatedLearningTheory.JournalofResearchinScienceTeaching,50(3),348-379.doi:10.1002/tea.21075

2. Capizzi,A.M.,Wehby,J.H.,&Sandmel,K.N.(2010).EnhancingMentoringofTeacherCandidatesThroughConsultativeFeedbackandSelf-EvaluationofInstructionalDelivery.TeacherEducation36andSpecialEducation:TheJournaloftheTeacherEducationDivisionoftheCouncilforExceptionalChildren,33(3),191-212.doi:10.1177/0888406409360012

3. Coogle,C.G.,Rahn,N.L.,&Ottley,J.R.(2015).Pre-ServiceTeacherUseofCommunicationStrategiesuponReceivingImmediateFeedback.EarlyChildhoodResearchQuarterly,32,105-115.doi:10.1016/j.ecresq.2015.03.003

4. Gale,E.,Trief,E.,&Lengel,J.(2010).TheUseofVideoAnalysisinaPersonnelPreparationProgramforTeachersofStudentsWhoAreVisuallyImpaired.JournalofVisualImpairment&Blindness,104(11),700-704.

5. Kaufman,D.,&Moss,D.M.(2010).Anewlookatpreserviceteachers’conceptionsof

classroommanagementandorganization:Uncoveringcomplexityanddissonance.TheTeacherEducator45(2),118-136.

6. Kennedy,M.J.,Hart,J.E.,&Kellems,R.O.(2011).UsingEnhancedPodcaststoAugmentLimitedInstructionalTimeinTeacherPreparation.TeacherEducationandSpecialEducation:TheJournaloftheTeacherEducationDivisionoftheCouncilforExceptionalChildren,34(2),87-105.doi:10.1177/0888406410376203

7. Mahon,J.,Bryant,B.,Brown,B.,&Kim,M.(2010).UsingSecondLifetoEnhanceClassroom

ManagementPracticeinTeacherEducation.EducationalMediaInternational,47(2),121-134.doi:10.1080/09523987.2010.492677

8. McPherson,R.,Tyler-Wood,T.,McEnturffEllison,A.,&Peak,P.(2011).UsingaComputerized

ClassroomSimulationtoPreparePre-ServiceTeachers.JournalofTechnology&TeacherEducation,19(1),93-110.

9. Mueller,M.,&Hindin,A.(2011).AnAnalysisoftheFactorsThatInfluencePreserviceElementaryTeachers’DevelopingDispositionsaboutTeachingAllChildren.IssuesinTeacherEducation,20(1),17-34.

10. Scheeler,M.C.,McKinnon,K.,&Stout,J.(2012).EffectsofImmediateFeedbackDeliveredvia

WebcamandBug-in-EarTechnologyonPreserviceTeacherPerformance.TeacherEducationandSpecial44Education:TheJournaloftheTeacherEducationDivisionoftheCouncilforExceptionalChildren,35(1),77-90.doi:10.1177/0888406411401919

11. Stover,K.,Yearta,L.S.,&Sease,R.(2014).“ExperienceIstheBestToolforTeachers”:BloggingtoProvidePreserviceEducatorswithAuthenticTeachingOpportunities.JournalofLanguageandLiteracyEducation,10(2),99-117.

12. Straub,C.,Dieker,L.,Hynes,M.,&Hughes,C.(2014).UsingvirtualrehearsalinTLETeachLivE™mixedrealityclassroomsimulatortodeterminetheeffectsontheperformanceofmathematicsteachers.2014TeachLivENationalResearchProject:Year1Findings.UniversityofCentralFlorida:Orlando,FL.

13. Straub,C.,Dieker,L.,Hynes,M.,&Hughes,C.(2015).UsingvirtualrehearsalinTLE

TeachLivE™mixedrealityclassroomsimulatortodeterminetheeffectsontheperformanceofscienceteachers:AFollow-upStudy(Year2).2015TeachLivENationalResearchProject:Year2Findings.UniversityofCentralFlorida:Orlando,FL.

14. Sun,J.,&vanEs,E.A.(2015).AnExploratoryStudyoftheInfluenceThatAnalyzingTeaching

HasonPreserviceTeachers’ClassroomPractice.JournalofTeacherEducation,66(3),201-214.doi:10.1177/0022487115574103

15. Tal,C.(2010).CaseStudiestoDeepenUnderstandingandEnhanceClassroomManagementSkillsinPreschoolTeacherTraining.EarlyChildhoodEducationJournal,38(2),143-152.doi:10.1007/s10643-010-0395-z

16. Yılmaz,H.&Cavas,P.H.(2007).Reliabilityandvaliditystudyofthestudents’motivation

towardsciencelearningquestionnaire(inTurkish).ElementaryEducationOnline,6(3),430-440.

SummaryofLiteratureReview:

Theresearchreviewedbelowillustratesthecentralrolethatexperience,practice,andeffectivefeedbackmustplayforpre-serviceteacherstoeffectivelylearncomplexskillssuchasclassroommanagement,collaboration,andcollegialinteraction.Moreover,technologycanserveasapowerfultoolforlearningthesecomplexskills.Finally,preliminaryresearchfindingsindicatethatusersofthesystemnotonlyimprovetargetedskillswithmultipleshortpracticesessions,butalsotransfertheseskillstotheclassroomsetting.

Learningtomanagethemanycomplexdemandsofteaching(e.g.,planningandimplementinglessons,assessingstudentlearning,reflectingonlessoneffectiveness,etc.)isacomplexundertakingforpre-serviceteachers.And,ofallthecomplexdemandsplacedonpre-serviceteachersastheylearntoteach,managingstudentbehaviorcanbeoneofthemostdaunting.Infact,classroommanagementisalongstandingconcern,andoftentimesaseriouspre-occupation,forpre-serviceteachers(Kaufman&Moss,2010).Scholars(e.g.,Yılmaz&Çavaş,2010)haveshownthateffectivepracticecanhelppre-serviceteacherslearntothoughtfullymanagestudentbehaviorduringinstruction.Forexample,inastudydesignedtoenhancepre-service

teachers’developmentofclassroommanagementskills,Tal(2010)foundthatthethoughtfuluseofin-depthcasestudieshelpedtoimprovepre-serviceteachers’classroommanagementskills.Aswell,meaningfulpracticeworkingwithstudentsandthenthoughtfullyreflectingonthatpracticealsoimprovespre-serviceteachers’classroommanagementskills(Yilmaz&Cavas,2007).

Whetherhelpingpre-serviceteacherslearntomanagestudentbehaviororengageintheothermyriadaspectsofteaching,ahostofscholarsarguethatimmediate,effectivefeedbackplaysacentralroleinfosteringdeeperandmoremeaningfulstudentlearning(Capizzi,Wehby,&Sandmel,2010;Mueller&Hindin(2011).Forexample,usingvideotapeanalysiswithstructuredexpertcoachingandself-evaluation,Capizzi,Wehby,andSandmel(2010)notedsignificantimprovementinpre-serviceteachers’instructionandclassroommanagement.Usingavarietyofothermeanstoprovideimmediateandeffectivefeedback(e.g.,bug-in-eareCoaching;webcamsandBluetooth™technology),otherscholarsnotedsimilarimprovementinpre-serviceteachers’qualityofinstructionandmanagement(Coogle,Rahn,&Ottley,2015;Scheeler,McKinnon,&Stout,2012).

Inadditiontotheuseofmeaningfulpracticeandeffectiveandimmediatefeedback,anumberofscholarshaveexploredhowtechnologycanbeusedasatooltohelppre-serviceteacherslearntoteach.Studiesoftheuseofonlinesimulationsystemsinteacherpreparationhavefoundthatcandidatesperceivethemtobeofgreatvalue,andthatstudentsthatusedthesesystemstopracticescoredhigheronassessmentsofteachingpractice(Mahon,Bryant,Brown,&Kim,2010;McPherson,Tyler-Wood,McEnturffEllison,&Peak,2011).Otherstudieshaveusedblogs,enhancedpodcastsandvideo-basedcaseexamplestohelppre-serviceteacherslearntomanagethecomplexdemandsofinstructionandclassroombehavior(Stover,Yearta&Sease,2014;Kennedy,Hart,&Kellems,2011;Sun&vanEs,2015;Gale,Trief&Lengel;2010).Otherscholars(e.g.,Bell,Maeng,&Binns,2013)havestudiedwaystomeaningfullyintegratetechnologyintostudentteachingexperiences.Belletal.(2013)foundthatthefollowingpracticesimprovedpre-serviceteachers’abilitiestomeaningfullyintegratetechnologyintoinstructionalpractices:participatinginlessonsinwhichtechnologyintegrationwasmodeled,collaboratingwithpeers,andmyriadopportunitiesforfeedbackandthoughtfulreflection.

OngoingevaluationstudiesoftheTeachLivEsystem(thegrantfundedprecursortotheMursionsystem)haveconsistentlyrevealedthatrepeatedshortpracticesessionsusingthesimulationsimprovedtargetedteachingbehaviors,andmoreimportantly,thattheimprovementinpracticewastransferredtotheclassroomsettings(Straub,Dieker,Hynes,&Hughes,2014;Straub,Dieker,Hynes,&Hughes,2015).

AnalysisofCurrentUWTeacherProgramandPractice

Collectedandanalyzedrelevantevidencefromcurrenteducationalpracticeandcurrenteducatorpreparationpractice

EvidenceCollectedandAnalyzed

1. 2015UWCollegeofEducationPrincipalSurvey2. 2016UWCollegeofEducationPrincipalSurvey3. TEITownHallMeetingResponseAnalysis2017

SummaryofAnalysisofCurrentUWTeacherProgramandPractice WhenaskedhowwellteachereducationgraduatesfromUWmanagetheirclassrooms,22

of55principalsin2016(41.5%)statedeitherextremelywellorverywell.Another25(47.2%)statedmoderatelywell,5(9.43%)indicatedslightlywell,and1(1.89%)statednotwellatall.WhenaskedhowUWteachereducationgraduatescomparedwithothersofsimilarteachingexperience18of53(34%)principalssaidtheyweremoreableorsignificantlymoreable.Twenty-eightprincipals(52.8%)saidtherewasnodifference,and7(13.21%)saidtheywerelessable.

Thesearesimilartoresultsin2015where22of39principals(56.4%)statedgraduatesfromUWwerewellorverywellatmanagingtheclassroomeffectively,12(30.8%)wereaverage,and5(12.8%)werepoororverypoor.WhenaskedhowUWteachereducationgraduatescomparedwithothersofsimilarteachingexperience12of39(30.8%)principalssaidtheyweremoreableorsignificantlymoreable.Twentyprincipals(51.3%)saidtherewasnodifference,and7(17.9%)saidtheywerelessableorsignificantlylessable.

AnanalysisofresponsesmadeduringtheseriesoftownhallmeetingsbetweenFebruaryandMarch2017indicatedthatseveralattendantsnegativelyviewedtheclassroommanagementphilosophiesandskillsofUniversityofWyoming-preparednoviceeducators.However,individualsstatedtherewasalsoaneedforgreaterfundingsourcesandstructureregardingtheuseofsocialworkerstomitigatestudentissuesbeyondthescopeofclassroommanagementskills.Commentsonpage14ofthetownhallsummaryreportfocusexclusivelyonstudentteachingexperiences(asopposedtorecentgraduates).However,theyindicatedlimitedpreparationineffectiveclassroommanagementpriortotheseexperiences,particularlytodefuse“emotionalsituations”andworkwithstudentsthathavespecialneeds.Recommendationthreefromthereportonthesetownhallmeetings(p.3)suggeststhatUWevaluatepre-serviceteachersregardingtheirknowledgeandapplicationofclassroommanagementpractices.Furthermore,theyrecommendthatUWdevelopstrongpartnershipswithschooldistrictstoprovidefieldexperiencesthatestablishandmaintain“astrongclassroomenvironmentwithclearexpectationsforstudents.”

Althoughnotdirectlyrelatedtoclassroommanagement,severaltownhallparticipantsdesiredmoreonlineandoutreachofferingstoincreaseaccesstoteachereducationprograms(pp.19-21).

Toalesserextent,townhallmeetingsalsofocusedoneducationalleadershipexperiences.Basedonfeedbackprovidedinthesemeetings,UWwasencouragedtostrengtheneducationalleadershippreparationregardingcollaborationmodels,collaborationandsupportstrategieswithveteranteachers,andthedevelopmentofacollaborationculture(p.3).Quotationsonpages17and18ofthereportprovideadditionaldetails.Individualsclaimedadministratorinternsneededmoreexperiencedealingwithdifficultemployees,workingwithplansofassistance,andsupervising/evaluatingemployees.

Currentpracticeforclassroomexperiencespriortothestudentteachingsemesterrequiresundergraduateteachereducationstudentstohavephasedpracticumexperiences,beginningthefreshmanorsophomoreyear.Forthebulkoftheapproximately650undergraduatestudents,thismeansthattheirpracticumexperiencesoccurinAlbanyCountySchoolDistrict#1and(toalesserextent)LaramieCountySchoolDistrict#1.Becausethemajorityoftheundergraduateteacher

educationstudentsliveinLaramie,thisputsaburdenonlocalschoolsandteachers;italsolimitsthenumberofclassroomteachingexperiencesthatwecanprovideforstudents.OurhopeisthattheopportunitytoexperiencesimulationsthroughMursion’ssystemwillprovideadditional,high-qualityopportunitiestoworkonspecifickindsofstrategies,withsubstantialfeedback,withoutputtingadditionalloadonlocalschools.

EvaluationofRegionalandLeadingTeacherPrepPrograms(Checkallthatapply.)ProgramsReviewed:

TraditionaleducatorpreparationprogramsinpublicandprivateuniversitiesacrosstheUnitedStatesNamesandLocationsofTraditionalProgramsstudied:

• UniversityofMississippi

• AuburnUniversity

• UniversityofMaine,Orono

DataAnalysisQualitativeDataAnalyzed

• InterviewswitheducatorpreparationprogramscurrentlyusingthesystemSummaryofDataFindings

TheMursionsimulationsystemiscurrentlyinusein65universityeducatorpreparationprogramsforteachercandidatepreparationandK-12schoolsystemsfortargetedteacherprofessionaldevelopment.InordertoobtaininformationfromeducatorpreparationprogramsthathaveusedMursion’ssimulationsystem,wefirstrequestedinformationfromMursiononcontactinformationfromuniversitiesthatareruralinnature.WereceivedcontactinformationforAuburnUniversity(Alabama),UniversityofMississippi(Mississippi),andUniversityofMaine(Maine).Inthissection,weprovideinformationobtainedfromthoseadministrators,usingcommonquestions.Note:TheTeachLivEsystemreferredtointhebelowcommentsisthefirst-generationsystem.MursionwasdevelopedoutofTeachLivE.

1. HowlonghaveyoubeenusingtheTeachLivE/Mursionsimulationsystem?

Mississippi:Fouryears.Alabama:August2017willbeayear.Theyareinthepilotphase.

Wroteagrantfor$47,000.(Licenseforayear+trainingoftwospecialists)Alloftheuniversitiesthatshespokewithareintheprocessofgoingfrompaybythehourtoafulllicense.Sheisgladthatshewrotethegrantforafullyear.TheirCollegeofBusinesswantstouseit,soshewillchargethefolksfromtheCollegeofBusiness,ifthereareanyfreesimulationtimes,etc.Shehasthreedifferenttiers(CoEd.1sttier);Secondtier,universitygetspriority.3rdtier,outsidebusinesses(e.g.,Lawenforcement,BestWestern,etc.Sheisexploringhowtodealwithdifficultcustomers,etc.)

Kate’sgoal:Tomakethisself-sustaining.Mostuniversitieshavebeenchargingstudentfees.Sheistryingtoavoidthis.Businesseshavemoremoneythaneducation,sothatiswhyshehasthethirdtiershementioned.Theyhired2simulationspecialists.(Licensingcontractandanothercontractthatdealswiththetrainingofyourspecialists.Mursionwilladvertise,recruit,andtrainthesimulationspecialists;Katedidn’thavetodothis.)MursionsendsaGoogledocumentshowingtheirhires.MursionstrivestohirepeopleintheAandBrange.(GraderangeisAthroughD.)Thetrainingtakes2weeks,andtrainersneedtopassaMursiontest.(Thisiswherethegradescomefrom.)Mursionisveryflexibleinfiguringoutwhatisneededandnotneeded.Yoursimulationisonlyasgoodasyouractorandsimulationspecialist.Maine:Year2ofa4-YearProjectCommitment(MaryellenMahoneyO’Neil,Assoc.DeanforAcademicServices).MaryfoundoutaboutTeachLivE/MursionatAACTEaftertalkingwithDianneHofffromUniversityofWestGeorgiawhowasusingitsuccessfullywithinitsCOE.4-YearCommitment:TheUnivofMaineCOEmadea4-YearcommitmenttobuildingaTeachLivESimulationLabforusewithitspre-serviceteachersandadministrators.MainealsocommittedtocoveringallTeachLivELabusecostsforthefirst3years.AtthestartofYear4,Maine’sCOEwillchargea$15servicefeethatstudentspayforeachcourseinwhichthey’reenrolledthatutilizestheTeachLivELab.Afterlessthan2yearsofimplementation,Maine’sCOEstaffisconfidentthatitwillhavenoproblemwiththisfeerequirementduetotheexcitementandsuccessfullearningforthemthattheTeachLivELabhasalreadyprovided.SuccessbyYear2:Maine’sCOEisalmosttotheendofits2ndYearandisextremelypleasedwiththeeaseofuse,responsivenessofthecompany,andtheimportanceofprovidingsuchalearningopportunitytopracticeinfrontofaclassroompriortofieldexperiencesandstudentteaching.Maine’sCOEcourseinstructorsaswellasitsparticipatingstudentsfeelthattheopportunitytohonetheircommunicationskillsandreceivefeedbackfrominstructorsandpeersbeforeappearinginfrontofarealclassroomisinvaluable.Infact,MaryreportedthatMaine’sCOE’srecruitmentnumbersfortheirteachertrainingprogramshaveincreasedby29%sincetheimplementationofthistechnology-richsimulationlearningtool.ThereareotherteachertrainingcollegeprogramsinMaine,however,whenpre-serviceteachersweresurveyedaboutwhathelpedinmakingtheirchoiceforattendingtheUniversityofMaine(Orono)fortheirtraining,thepresenceoftheMursion/TeachLivELabaspartoftheirtrainingwashighlyvalued.Studentsvaluedhowthesimulationallowedthemtobetheleaderoftheclassroomwithnomentorteachingguidingthemthrough

situationsyetprovidedtheopportunitytopractice,makemistakes,andcorrect.BeingabletoobservetheirpeersinpracticewasalsoimportantNootheruniversitiesinMaineofferthislearningtool.Staffing:MaryellenMahoney-O’Neil,UMaineAssociateDeanofAcademicServices,spearheadedtheimplementationofbuildingtheTeachLivETrainingLab.AfterlookingbackonYear1,Marywassurprisedthatintermsofstaffingforthisadditionalservice,sheonlyneededtosecureoneCOEgraduateassistantforschedulinguseoftheLaband2facultymemberswhoembeddedtheuseofthissimulationintotheirteachertrainingcourseoutlines.SheremarkedseveraltimesthatwhatherfacultyneededtoknowinordertousetheTeachLivELabwasveryminimal.AftertheinitialintroductiontotheTeachLivELabconceptandtherunningthesimulationsoftwareconnectioninthelab,thefacultysaidtheycouldtakeoverboththetroubleshootingoftechnologyanduseofthelabbythemselvesaslongastherewasstillapointpersontoschedulethelabvisits.TheUniversity’sITDepartmentwasinvolvedwiththeinitialTeachLivELabconversations,butwasn’tneededafterthecorrectcomputerandTVscreenhadbeenpurchasedandinstalledonthenetwork.AplusisthattheTeachLivELabdoesn’tneedtechnologypurchaseddirectlyfromthecompany.OnlyneedsalargeTVscreenalongwithminimumcomputerspecsforsuccessfulsimulationofateacher–classroomenvironment.

2.InwhatwaysistheTeachLivE/Mursionsimulationsystemutilizedatyouruniversity?IfusedwithintheCollegeofEducationforfieldexperienceand/orduringcoursework,pleaseprovidespecifics.

Mississippi:Wentallin.ThroughNCATE,supposedtohaveavarietyofexperiences.Dideverythingtoprovidecandidateswithdifferenttypesofexperience.Typicalfirstexperience--sendthestudentouttoaplacement,theywouldobservefor25hours.Insucharuralarea,hadtroublefinding800-100placementswithin60-70miles.Studentssayingtheywerelearningwhatnottodo.SotheydidapilotwithTeachLivE,anditwentverywell.TheyhavenowputTeachLivEintofirstrequiredcourse,beforetheygetintoteachereducation(intheirjunioryear).StudentslovetoteachwithTeachLivE.Theexperiencewasverypopular.Inthisrequiredcoursepriortoteachered--studentsteacha10-15minutelesson,4studentsatatimewitharetiredprincipalasacoach.Itisatypeofmicro-teach.Evenwithfourstudentsatatimeintheroom,theexperiencechangeseverysingletime.ThenextstepwastoputitinplacesothateverystudenthastoteachwithTeachLivE.Sointhesecondsemester,TeachLivEisimplementedinasecondrequiredcourse.TheyhaveimplementedanoptiontohaveanESLstudentintheclassaswell.Thisguaranteesthateverystudenthasthisexperience.Candidatesloveit.Thefirsttimetheyareterrified.Afterwards,theytalkaboutthestudentsasiftheyarereal.Sometimestheygetmoreshotsatit.

Alabama:Manyoftheirclasseshavemovedtoonline.Itishard,ifnotimpossible,toteachbehaviormanagementonline.Shecouldn’tfigureoutawaytodothis.Sheisusingsimulationsforthegradualreleaseofresponsibilitymodelwithrespecttobehaviormanagement.Thesimulationhelpswiththis.Shewantstoseeherstudentsgothroughfivestepsofaverbalreprimandandotherbehaviormanagementtechniques/issues.

Methodscourses:Abigfocushereforthemrightnowislessonplanning.Theyfocusontheintro,middleandendingofalesson.Thenextscenariodesignmightbealessonwith2to3pushbacksintermsofbehaviorproblemsduringalesson.TheirSpEdfolkshaveusedMursionforrunninganIEPmeetingwithtwoco-teachers.TheCollegeofBusinesswantstodointerviews,deliverahigh-stakessalespitch,Ifyoucandreamofit,youcanmakeasimulation.Counselingprogramusingitforhigh-risksuicideprevention,etc.KateandcolleagueswenttovisitOleMiss.Theyhavearetiredprincipalwhorunsthelab24/7.Shehasitdesignedsothattheprofessoristheonewhogivesthefeedback.Kateprefersherapproachbecausesheandhercolleaguesdon’tthinkthatonepersonhastheappropriatecontentordisciplinarybackgroundforallsubjects.KateandhercolleaguesaredrawingonTeachLiveProceedingsastheirresearchbase.Fiveto8minutesinthetypicallengthformostoftheirsessions,buttheyhavefoundthatstudentsneedimmediatefeedback.Counselingsessionswilllastlonger,etc.Maine:TeacherTraining–CurrentlyusestheTeachLivELabsimulationduringthefirsttwoyearsoftheirelementary/secondary/earlychildhoodteachertrainingprogramswhichinvolvefieldexperiencesandstudentteachinginternshipsinactualclassrooms.Itsupportsthecourseworkthatcontainscomponentsofclassroommanagementandtheartofteachinginrealtime.Itdoesn’treplacethepre-serviceteacher’stimeinaschoolortakeawayfromvaluableinstructiontime.InstructorsembedpracticeintheLabwithintheircoursesasapromptfordiscussionandperformancefeedback.Anotherapplicationistogainexperienceinconductingmeaningfulparent/teacherconferences.It’sagreattoolforpreparingpre-serviceteachersforon-the-floorsituationsthey’llexperiencewhileparticipatinginfieldexperiencesandstudentteaching.UofMaineseesstrongapplicationsforTeachLivEinEducationalLeadershipprogrammingwherepre-serviceadministratorscanpracticementoringnewteachersaswellasterminatingcontracts.TeachLivEisalsoembeddedwithinothereducationprogramssuchasRtI,SpecialEducation,andCounseling.

3.WhatisworkingbestwiththeTeachLivE/Mursionsimulationsystematyouruniversity?Howdoyouascertainthis?

Mississippi:Goal--tomakesurethatthefirsttwoexperiencesaregreat(bothinthejunioryear.HighlyrecommendthatyousendmultiplestudentsintotheroomwithTeachLivE.AtUM,theyalwayssendinatleast3studentsintotheroom,togetthemostoutofthecoachingexperience.Theyhavehiredaretiredprincipalwhoisagreatcoach.Hegoesoutintothehall.Hetalksthemlikeit’sapeprally,thenbringsthemintotheroom.Firstpersonupandturniton.Asthesystemhasgrown,havehiredateacherintheschools,todoherdoctorate.Paidherastipendtodoit--principalandteacher.Highlyrecommendshavingsomekindofcoachinthere.Usesthesamerubricforstudentteaching.Addressesthosesamerubrics.

Collectdataonthat.Scoredforthatandforeverything.Lookingatgrowth.Firsttimetheyteach,they’renotseasonedteachers,soit’simportantthatsomeonecangivethemproperfeedback.Doesn’thurtthem.Evaluatedusingthesameinstrumentovertime.

Alabama:Youwanttodoaslowrolloutandyouwanttodoitright.ThisisCRUCIAL!Theyhavedecidedtogiveonefreesimulationhourforpartnerschools.Theseschoolswillbringtheirweakteachersintotrythesimulations.SomeschoolswanttodoSpEdtrainingwithteachers.KategotaclassroomfortheirMursionlab.Sherecommendsthis.Thiswaythefacultycandoalectureandthenrunasimulationinthesameroom.Katerecommendsthinkingaboutwhatyouwanttodoandhowyouwanttodoitandthenworkingbackwardsfromthere.Maine:MostimportantinthesuccessoftheTeachLivESimulationtoolhasbeenthebuildingofahighqualityinteractivelabenvironmentinwhichtoconductthesimulations.UofMaineCOEdesignatedaspecialroomfortheTeachLivELabsothatitrepresentedthefeelofaclassroomintheirK-12schoolsasmuchasitcould.Asaresult,agreatamountofexcitementgrewaroundit.It’sdefinitelybeenadrawtotheUniversityofMaine’steachingprogram–agreatrecruitmenttool.WhenpotentialstudentscomeoncampusandinquireaboutUMaine’steachingprogram,theTeachLivELabshortvideo(linkedabove)isshownduringeachrecruitmentopenhousetopromotetheinnovativeworkthatisbeingdoneinplacesliketheTeachLivEmixed-realitylaboratory.ItdemonstrateshowUofMaineisbreakingnewgroundineducatorpreparation.Startingsmall(2facultyembeddingTeachLivElaboratoryexperiencesintheircourses)hasworkedbest.Usethefirstyearofimplementationtolearnandfigureoutbestwayinwhichtoincorporateintokeycoursework.BesureuseofTeachLivEisn’tjusttechnology“hype”forteacherpreparation.Incorporateitasavaluablelearningtoolwithinthecoursesthatfocusonclassroommanagementand/oronteacherpractice.Bringing5-6studentsatatimeintotheTeachLivELabworksbest.Moreistoointimidatingwhenpre-serviceteachersarepracticing.Thisgivesstudentstheopportunitytomakemistakesinanon-threateningenvironmentaswellasinteract,pause,reflect,andtryagain.ThecurrentfacultyatUofMaineusingTeachLivE,feelthatalthoughyoucanrecordtheclassroomresponseportionofthesimulation,thereisreallynoneedto.Thebestlearningtakesplaceduringthetimepre-serviceteachersareinthesimulationlabasasmallgroupinteracting.Becauseofstartingsmallandstrategicallyimplementingthesimulationlabconceptintokeycoursesfortheteachertrainingprogramonly,UofMaineisexpectingtotriplethenumberofcoursesusingitnextfall!ExpansiontoEdLeadershipandotherCOEprogramareaswilloccurplusreachingouttoschooldistrictsuperintendentsandinvitingthemtotheLabsotheycangetafeelforhowitmightenhancetheirdistrict’snewteachermentorprogramsortheinterviewprocessfornewhires.Mursion’sPre-DesignedPackages:EveninYear4,theUofMaineenvisionscontinuingtouseMursion’sinteractiveavatarsimulationpackages.Theydon’texpecttoventureintothecustomizationworldofsimulations;thiswouldmeanalotmoreworkandpossiblymorestaffingduetohavingtolocateandtrainyourownactors.Verypleasedwiththecurrentmiddleschoolsimulationpackagesthatareapplicableto9-12andupperelementarywhenfocusingonclassroommanagementorintroducingaclassorlesson.MaryellenjustrecentlysawthattheaspectsofautismandverylowIQhavebeenaddedtothesimulations.Shethoughtanelementarysimulationwascomingsoon,buthasn’theardofitsreleasedate.

4.WhatisproblematicwiththeTeachLivE/Mursionsimulationsystematyouruniversity?Howdoyouascertainthis?

Mississippi:Havepurchasedthesitelicense.Theissuebecomes,asyougrow,youareschedulingsomuchwithMursion,withthesite-license,youhavetohireyourownsimulationpeople.Havestationsetupinoffice.TheyhavehadtroublefindingpeoplethatMursionapprovesoftohire.Abouttodoanotherroundofinterviews,becausetheywillonlyletsomeonetheyapprovebethesimulationperson.Theywantatheaterperson.Nowtryingtogetsomeofthebestgraduateassistantsandpeopleinthetheaterdepartmentinvolved.Theysuggesttwopeopleinarotation.UMwantstosendfourpeople.

DeanRockisahuge,hugesupporter.Haveplacedalabateverysatelliteclassroom.SimulationpersoncanbeinLaramieorinCasper.Chargingastudentfee,eventhat,doesn’tcomeclosetocovering.CoversthesitelicensethroughtheDean’soffice.DepartmentofTeacherEducationcoversthecostofpersonnel.AlsolookingathiringaclinicalpersontocoverTeachLivE.

Alabama:Katehasn’thadanybadexperienceswithanyoftheMursionfolks.Mursionhasbeenamazingtoworkwith.ShehasworkedwithlotsofdifferentMursionpeople,andallofthemhavebeengreat.Carrie,RobinandtheirITpeoplehavebeenoutstanding.OleMiss,WestGeorgia,etc.Havehadhugeproblemswiththeirownuniversitiesintermsofgettingthepaperworkcompletedintheirownuniversities.SinceKate’suniversityhiredtheirsimulationspecialistsaspart-timepeople,theydidn’thavelotsofproblemsworkingwithintheiruniversity.(Thatis,itisn’ttypicallyasdifficulttohirepart-timefolksatauniversity.Katerecommendsthisapproach.)Maine:Maryellencouldn’tsayenoughabouttheeaseofimplementationandsuccessofusewithintheirteacherpreparationprograms.However,theyhavestuckwithMursion’s–pre-designedsimulationsandarenothiringtheirownactorswhichcoulddefinitelypresentproblems,especiallyinaruralsetting.SchedulingoftheTeachLivELabwastheonlyaspectthatwasconsideredpossiblyproblematicduetoitsneedofcontinuoussupportbyapersonotherthanfacultyusingtheprogram.LikeImentionedbefore,MaineutilizedagraduateassistanttoscheduletheTeachLivELabinconjunctionwiththeavailabilityofMursion’savataractorsandrequesteduseduringthecollege’sdesignatedcourses.Becauseahigh-qualitysimulationlabwascreated,Maryhadvirtuallynocomplaintsaboutthewholeexperiencefromtechnologysetuptoimplementationoflabuse.Infact,shepointedoutthatonetimethesoftwareprogramneededtoupdateforaclassroomvisitandthefacultymemberhadforgottentorequestit.EventhoughMursionTeachLivEisonPST,theircompanyhadtheupdatecompletedbeforetheclassstartedat9:00AMESTwithonly15minutesnotice.Jokingly,MarysaysthatthehardestpartofusingthissimulationprogramismakingsuretheTV’ssettothecorrectchannelforviewing!

ContextualConstraintstoImplementationIdentified IdentifiedPotentialRisktoResearchSubjects

Releaseofproprietaryinformation Lossoffacultyorcandidateconfidentiality

OneuseoftheMursionsystemisitsuseinaworkshopwithothercandidates.Inthesecircumstances,candidateperformancewillbepublic,withfeedbackprovidedinpublic.

Lossofnationalaccreditationorprogramrecognition Lossofstateapprovalorrecognition Other(Pleasedescribe.)

IdentifiedPotentialRisktoTrusteesEducationInitiative

InsufficientDataforCollegeandProgramContinuousImprovementPurposes TheRWGacknowledgesthatthecollectionofdatainthispilotiscritical.Theshort

timeframefordevelopingthisproposaldidnotallowthegrouptimetodevelopacomprehensiveevaluationplan.

InsufficientAccesstoStudentSuccessDataofP-12StudentsTaughtbyCollegeofEducation

InsufficientCommitmenttoCollaborationfromWyomingP-12SchoolDistricts Weareproposingtoworkwithdistrictstodevelopscenariosthatdistrictscoulduse

fortargetedprofessionaldevelopment.Itispossiblethatdistrictsmaynotbeinterestedinusingthesystem.Althoughthiswouldnotbeathreattothepilot,itcouldaffectlongtermsustainabilityoftheuseoftheMursionsystem

Other(Pleasedescribe.)

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Thenarrativeisveryunderstandable.

TheTEIisintendedtoprovideinnovationintheeducationsystem.ThisproposalismoreofsomethingthatshouldbetheresponsibilityoftheCollegeofEdratherthanincludedintheTEI.Idonotbelievethatthisproposalinnovates.

Thereareconnectionstoitems1,3,6,&7

Thereisastatedneedforprogramcoherenceandtheneedforworkwithcurriculummappingandalignment.Aswellasverticalandhorizontalarticulation.

ThesummaryofdatafindingsdiscussedprocessandpotentialbenefitsandalludedtoAkronUniversitiesprocesses.

CollaborationbetweenandreviewofbothGeneralEducationandSpecialEducationprograms.

Challengesfacultyindependence.Thismaybeagoodthinginthatitmightencouragemoreinterdependence.

Straightforwardbudget.Theremaybeanerrorinthetotalbudgetof$25,500asitdoesn'tappeartoincludethefacilitatorprepof$1,000inyearone.Iwonderifthereneedstobemoreinformationprovidedforyeartwo.Suchashowmanyparticipantswillsplitthe$10,000?

Verythoroughreviewoftheliterature,analysisofthecurrentprogramatUW,theneedforprogramcoherenceandalignment,andtheanalysisofstakeholderfeedback.

IbelieveworksuchasthisisneededtokeeptheCollegeofEducationrelevantinwhatprogrammingisofferedtostudents,sotheyarewellpreparedtoenterschoolstodotheirpracticumandresidencyexperiences.

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Wouldliketoseeexternalresourcesintheworkshop

inferencethatbetterintegration/alignmentisbetterfortheprogramandthestate.Iwouldliketoseemoreonresultse.g.educatoreffectiveness/graduatesthenlookatalignment...

extensive

againresultsthenalignmentwouldbemyrecommendationwithoutanassessmentofresultsnotsureifalignmentisontherightinitiatives

clearlyaddressesconcernsbutaretheyjustinternal

Riskdependsontheoutcomearewegettingtherightoutcome,thenalignanddeliverevenstronger.Doweneedtoadjusttheoutcome,thenredirectionmightbeneededthenalign

goodsummaryofcosts,recommendaddingevaluationfirstthenanexternalresourcee.g.UofAkrontomonitorandprovidesomeperspective

welldone,appearstoointernallyfocusedgiventhegravityofourcurrentsituation

asnoted

4 4 3 2 2 3

Unknown Outcomesseemvague:*#1&#2Reviewandalign-How?Withwhatprocess?Program?*#3Whatkindofspecialeducationcurriculum?Towhatextent?Thenext3proposalseemstoplayintothisone.*IsJanuarytheoptimaltimeforthistohappen?Whyspecificallythistarget?*Page5:"Toattractabroadcross-sectionofourfaculty…"-Whyisthisnotatargetedefforttoensurecross&regionalrepresentation?

Thisseemslikeagreatideaandobviouslyuseful/neededtoconductacurriculumandprogramreview,justseemsbroadintheprocessareaandintermsofwhowillbepresent.

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ThisproposalmeetsthekeyperformanceindicatorofmainatiningnationalaccreditationfromCAEP.Itmayalsocontributetocontinuousimprovementprotocolsforfieldandclinicalexperiences.

NoovertdocumentationwasprovidedonhowthiscurrcularrevisionprogramwoulddirectlyinfluencethemultipleregionsinWyoming.

Theauthor(s)providesomebackgroundliteratureonthevalueofongoingcurriculumanalysisinmaintainingteacherprogramstandardsandaccreditationrequirements.Arationaleisalsoprovidedfortheinclusionofspecialeducationlearningoutcomeswithinthegeneraleducationprogramrequirements.

Theauthor(s)hadanon-sitevisittoAkronUniversityinOhio.Anecdotalevidenceprovidedsomeindicationoftheprocessofcurriculumreviewandhowitre-shapedtheinfusionofspecialeducationlearningobjectiveswithinasymbioticcurriculum.

ocontextualconstraintswereidentified.Althoughunlikely,theremaybeathreattonationalaccreditation.ItisimportrantthatamemberofthereviewteamisanexpertinCAEPassessmentsuchthatanychangestothecurriculumcoincidewiththeseaccreditationrequirements.

Theriskidentifiedwastofacultyindependenceofcurrentcourseofferings.

Theproposedbudgetincludesafacultystipendsfor25facultytoattendthecurriculumretreatinJanuary2018andFall2018.Rationaleforthisstipendiswarrantedduetotheretreattakingplaceoutsideofregularsemestertime.

AnecdotalstudentandfacultysurveyshavehighlightedthepotentialneedforverticalandhorizontalcurriculumanalysisoftheUWteacherpreparationprogram.Therewasalsoconcernthatgraduatesoftheprogramwereill-preparedtoteachandassesstheneedsofstudentswithspecialneedswithinintegratedclassroomsettings.Theproposalhasmerit.

Iamsupportiveofthisproposalbuthaveconcernsregardingwhowillfacilitatethiscurriculumreviewprocess.AfacilitatorfromCAEP,orwhohasextensiveknowledgeofCAEPassessmentneedstobepaidandusedinthisprocesstomaintainthedevelopmentofanalignedandaccreditedprogram.Thereviewprocesscouldalsobestaggerredacrossmultipleretreatswithdifferentstakeholdersinvolved.IwouldsuggestaninitialfacilitatedretreatwithrepresentativesfromtheElementaryandSpecialeducationprogramtodiscusssomeofthemainideasofacurricularframeworkandcurrentCAEPassessmenttools.Thisgroupneedtocomeupwithaworkingplanthatprovidesabroadframeworkforhorizontalandverticalrevisionwhichisthenbroughttothefacultyasawhole.Thesecondretreatshouldincludeall25facultywhocanmoveintoworkinggroupstoaligncontentwithinthisframework.

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Theproposalstatesthatitaddressesthreekeyperformanceindicators,althoughitisnotclearhowitaddressescontinuousimprovementprotocolsforfieldandclinicalexperiencesdesignedinpartnershipwithschooldistricts,astheproposedcurriculumreviewprocessdoesnotincludeexternalstakeholders.

Thedocumentationofsurveyresultsofstudentteachers,mentorteachers,andfacultyprovidedsufficientevidenceoftheneedforcurriculumreview.

TheliteraturecitedstronglysupportstheneedforcurriculumreviewtoassurethatcandidatesarepreparedforthecurrentrealitiesofP-12classrooms.

Theproposalreflectsthereviewofonlyoneprogram,anddoesnotcorrectlycitethenameoftheuniversity.Itislistedas"AkronUniversity"insteadoftheUniversityofAkron.Whiletechnicalinitsshortcoming,thiserrorsuggeststhatthisResearchWorkGroupdidnotdeeplyengagewiththeexternalprogram.

Theprooposaldoesnotidentifyanycontextualconstraints.

Thisproposalidentifies"facuiltyinidependence"asariskfactor,when,infact,thehighdegreeoffacultyautonomyiswhathasledtheElementaryEducationcurriculumtobeinneedofsubstantialupdatingandimprovement.

Theproposalincludesonlyfacultystipendsandmaterials.Thereisnorequestforanexternalfaciliator,meals,orotherrequisitesupportsneededforameaningfulretreatthatdeliverssignificantchangestotheprogram.

Theproposalnarrativeidentifiesatimelinethatspanstwoyearsthatstillfailstoyieldachangedprogramofstudy.

Thisproposalisnotinnovativeand,inessence,proposesacurriculumreviewthatshouldbedoneasaroutinepartofcontinuousprogramimprovement.ThisisnotastrongproposalandisnotalignedwiththelevelofinnovationthatsupportstheTEIVisionandMission.Whileitisthecasethataprogramcannotbepre-eminentifitisoutdated,thisproposalisanexceptionallyslowapproachtoremediatingandoutdatedprogram.

Idonotrecommendthisproposalforapproval.

3 3 4 2 3 3 2

BudgetrequestissufficientbutIwouldaskthattheyreconsidertheapproachofholdingaretreatwith25faculty.Itmaypossibletodevelopadifferentapproach.

Theproposalisthoroughandwellthoughtout.Itisnoteworthythattheproposalwassubmittedbytwoworkgroupsandillustratestheimportanceofcollaborationbetweentheelementaryeducationworkgroupandthespecialeducationworkgroup.

Theproposedcurriculumreviewisnecessaryandtimely.Inaddition,thisseemslikeaveryimportantfirststepfortheprogram.Theymightwanttoconsiderinvitinganexternalevaluatortobepartofthegroup.Thefacultyretreatthatisproposedincludesall25faculty;itmaybemoreproductivetoapproachthisinadifferentway-onethatcouldincludeallfacultybutinavarietyofroles.Recommendation:revisetheproposal.

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Therereallyarenosignificantcontextualconstraints.Theone,smallconstraintiseasilymanaged.ThehighscorehereisreallyaboutthefactthattherereallyarenosignificantcontextualconstraintsthatIsee.

Tome,thisproposalisaboutpayingteacherstoattendaretreattoreviewcurriculum.Onethousanddollarsperteacherisnotverymuch.Ithinktheproposalfitsthegeneralguidelines,butdoesnotseemlikeaprofoundcontribution.

Asstatedabove,Ithinkcurriculumreviewisveryimportant.However,inatypicalacademicunitfacultydothisaspartofastandardassessmentprocess.Here,facultyarenotpaidtodothisworkortoattendtheretreat.Iliketheidea,butI'mnotsureit'sagreatuseoflimitedresources.

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3 2 4 3 3 3 33 3 3 3 3 3 32 3 4 2 3 4 22 1 2 1 3 1 2

4 4 3 3 3 4 3 Greatworkhasbeendone!

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Althoughthreeindicatorswerelisted,itseemsthattwoindicatorsweremostrelevant.AndthesetwoareVERYrelevant

ThiscurricularreviewandalignmentiscrucialtonoviceteachershiredanywhereinWyoming 3

Curricularalignmentforaccreditationiscrucial

Onlyoneprogramwascited,butthisisacceptable. 3

Utilizingbetweensemestertimetoworkonthisprojectsolvesthe'time'problem

limitedrisk-mostlytoterritorialegos

fundingrequestsseemreasonable

Theproposalwasclear. Thisworkisessentialtoaqualityprogram.

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WithrespecttoPerformanceIndicatorsperceptionsfromtheWindRiverreservationshareanawarenessofUWYOandtheirEducationprogram,thisbasedonthefactthatgreaternumbersofqualifiedinstructorsareneeded.TheunfortunatepiecehereisthatcommunitymembersarenotenrollingatUWYO.Fieldexperiences(educational)ontheWindRiverreservation(localLEA's)bystudentsfromUWYOwillgreatlyimproverelationshipsandmayverywellyieldanewcadreofhighschoolgraduatestoseriouslyconsidereducationasafieldofstudy.Moreimportantly,itwillserveasanimpetustogive

TheWindRiverreservationlocatedincentralWyominghasahistorythatexceedsWyoming'sstatehoodalongwithtwoSovereigntribes,theEasternShoshoneandtheNorthernArapaho.AfterreadingthestateconstitutionandseverallocalsocialstudiesandhistorytextsusedbyseveralFremontCountyschooldistrictsitbecomesveryapparentthatNativeAmericanhistoryfromthebeginninguptomoderntimesisextremelynegligible,whichspeakstoapoliticalandsocialmarginalizationofWyoming'sfirstpeople.TheInitiativeResearchPlan,callsfor"program

TheStrategicPlan2016-2020,page1thru69doesn'thavecopyofliteraturereview..

Thelistof"educatorpreparationprograms"isveryinclusiveoftheneedsofWyomingschoolsandourstudents.

SectionSixarticulatesthe"Strengths,Weaknesses,Opportunities,Threats(SWOT)intheproposalverywell.

Riskassessmentintheproposalbymentionof"Identifypolicyandotherbarrierstosuccessfulimplementation."Whatmustbeconsideredarenuisancevariablesandmoreimportantly,theunknownvariables.Thesemaysurfaceduringimplementationbutcanbeaddressed.

Budgetseemsappropriate.5million/fiveyears.

Narrativewasdirect,inclusiveandcomprehensive.Asmentioned,Idobelievethatfurtheranalysis/researchisneeded.TheMissionstatement,"thesehighlyskilledProfessionalEducatorswillenrichtheeducation....thesehighschoolgraduateswilldriveWyoming'sculturalandeconomicengineintothefuture."Theproposalnarrativeaddressescultureinaminimalfashionbutthereisroomtoimprove.

TheTEICollegeGoalsandProgramGoalsaretrulyuniqueandobtainableandwillgreatlybenefitWyomingstudents.

Theproposaladdressesnumber3asitwillprovidecontinuousimprovement;number6andnumber7wouldbestrengthenedbythisactvity.

Ithasbeenadecadesincetheprogramhasbeenreviewed.Iamastrongbelieverincreatingscopeandsequence.

Strongevidenceprovided.

Hopefullyinvolvingeducatorsinthisreviewwillgivethemownershipandlessterritorial.

Seepreviouscomment.

Thenarrativedescribestheneedandaprocesstoaccomplishthetask.

Researchsupportsverticalandhorizontalarticulation.Anobrainer.

PROPOSAL:2017-02

InitiativeResearchWorkGroupNameElementaryEducationwithsupportfromSpecialEducation

Submittedby DavidYanoski(onbehalfoftheElEdandSpEdRWGs)ContactEmail david.yanoski@marzanoresearch.comContactPhone 3037669199ext.306SubmissionDate 5/23/2017ResearchWorkGroupMemberNames

ElementaryEducation SpecialEducation

PeteMoran

BarbMarquer

LaurenPadesky

KevinMitchell

TiffanyDobler

JennyKrause

DawnScarince

RickWoodford

WendyGauntner

ProposalforPilotImplementation(pleaseprovidenarrative): ProblemStatement:

Ithasbeenseveralyearssincetheteachereducationprogramlastmettoengageinthesystematic

reviewandalignmentofourprogramcurriculum.Moreover,thelasttimethefacultyfromteacher

educationmettoreviewnationalstandardsandalignourprogramoutcomesandcommonassessments

withthosestandardswasalmostadecadeago.Weviewthisworkascriticaltothedirectionandmissionof

ourprogramsaswellascrucialtomeetingCAEPaccreditationrequirementsandbelievethatafocused

retreatofthisnatureiswelloverdue.

Proposal:

UsefundingfromtheUniversityofWyomingTrusteesEducationInitiativetoconveneafaculty

retreatovera4-dayperiodinJanuary2018forthepurposesofprogramreview,alignmentwith

accreditationrequirementsandeducatorpreparationstandards,andhorizontalandverticalcurriculum

alignmentwithinourprogram.Inaddition,thefacultywouldlookforopportunitiestointegrateSpecial

EducationcontentintotheElementaryEducationcurriculum.Thisretreatwouldincluderepresentation

fromboththeElementaryEducationdepartmentandtheSpecialEducationDepartment.

TheSpecialEducationTEIWorkGroupfeelsstronglythatthefacultyinSpecialEducationshouldwork

alongsidetheElementaryEducationfacultyinreviewingthecontentofcurrentprogramming.Insodoing,

thesefacultymemberscansimultaneouslylookforholes,overlap,andareasofcollaborativeopportunities

betweentheteachingofElementaryEducationandSpecialEducation.ThisTEIWorkGroupadvocatesfor

thereviewofcurriculumwithinbothElementaryEducationandSpecialEducation.AsAkronUniversity

demonstrated(seereportofvisitbelow),itisrecommendedthatcoursecontentbestrippedfromactual

coursenumbersandthefocusforthisreviewbeplacedinitiallyonthecontentthatstudentsarecurrently

beingofferedwithintheseprograms.Insodoing,thefacultyoftheseprogramscanagain,uncoverareasof

need,deficit,andtheopportunitiesformeaningfulcollaboration.

Thisretreatwouldbefollowedbyameetingofrepresentativesfrombothdepartmentinthefallof

2018toreviewthealignmentprocessandresults,andtomakerecommendationsforaformalcurriculum

revisionfollowingcurrentUniversityprocesses.

Outcomes:

1.ReviewcurrentprogramstandardsandalignmentourprogramoutcomeswithCAEP,PTSBand

SPArequirements,includingreviewandalignmentofcommonassessmentscurrentlyinplacefor

accreditationdocumentation.

2.Alignprogramcurriculumhorizontallyandvertically.Ensurethatcurriculumacrosscourses,as

wellasmajorobjectiveswithincourses,reinforceprogramoutcomesandprovideforhighquality

teacherpreparation.Asystematicreviewandalignmentofourcurriculumwillbeinstrumental

inensuringcontinuityacrosstheprogramaswellasaunifyingvisionandcoherentstructurethat

providesforthedevelopmentofteachercandidatesknowledge,skillsanddispositions.

3.IntegrateSpecialeducationcontentintogeneraleducationcurriculum

Webelievethatthesethreegoalsareessentialtoimprovingtheperceptionofourprogramacross

thatstate,meetingCAEPaccreditationrequirements,andpreparinghighqualityteachersfor

employmentinWyomingschools.

Thefacultyretreatwillbeplannedfor4daysinJanuary2018duringtheUniversity’swinter

holiday.Meetingspacewillbearrangedoncampus.Theretreatwillbefacilitatedbyafaculty

representativeoradministrator.Incarryingoutthiswork,weanticipatedevoting1.5to2daystoreviewing

existingprogramstandardsandaligningourprogramwithcurrentaccreditationrequirements.We

anticipatededicating2to2.5daystoreviewingourexistingcurriculumandprogramstructureandengaging

inhorizontalandverticalalignmentofourprogramandintegratingspecialeducationcontent.

Inyear2,theElEdRWGproposesthatasmallerfacultycommittee,composedofrepresentatives

fromtheelementaryeducationandspecialeducationdepartmentmeettoreviewtoworkdoneatthe

facultyretreatandtorecommendnextstepsforcurriculummodificationfollowingestablishedUniversity

processes.

☐EnrollmentofWyomingresidentsinUniversityofWyomingCollegeofEducation

☒Continuousimprovementprotocolsforfieldandclinicalexperiences,developedandimplementedinpartnershipwithschooldistrictpartners

☐EmploymentofUniversityofWyominggraduatesinWyomingschools

☒NationalaccreditationfromtheCouncilforAccreditationofEducatorPreparation(CAEP),withnoAreasforImprovementorStipulationsrelatedtoCAEPStandard4:ProgramImpact,Component4.3:SatisfactionofEmployers.

☐State-of-the-artCollegeofEducationorganizationalstructure,facilities,andtechnologicalcapabilitiesasmeasuredbyfacultyandcandidatecollaborationandinnovation,candidateperceptionsoftheirexperiences,andoperationalefficienciesasmeasuredbyresourcemonitoringandreporting.

SubtotalAmount:25,000 Purpose:FacultyStipends(25x$1,000)

SubtotalAmount:500Purpose:Materials

SubtotalAmount:1000 Purpose:Facilitatorpreptime

SubtotalAmount:10,000 Purpose:FacultyStipends

BudgetNarrativetoSupportFundingRequest:Year1FacultyStipends:Theprogramreviewandcurriculumalignmentworkproposedhereistobecarriedout

duringJanuary2018duringtheUniversity’swinterholiday.Thisisavacationperiodforfacultymembers

anditisreasonableforfacultymemberstobecompensatedforgivingupvacationtimetoengageinthis

work.Wearehopingtoattractwidefacultyparticipation.Inordertoattractabroadcross-sectionofour

faculty,wewouldliketoofferstipendsthatfacultywillrecognizeasappropriatecompensationfortheir

Materials:Thislineitemwouldpayforanyneededmaterialsforthealignmentprocess

Facilitatorpreptime:Thislineitemwouldpayforpreptimeforthefacilitatorofthealignmentprocess.

Year2:

Facultystipends:Thislineitemwouldpayforafallmeetingofrepresentativesoftheprogramstoreview

theresultsofthealignmentretreatandtomakerecommendationsforformalreview.

LiteratureReview

Reviewedandanalyzedrelevantcurrentliteratureonthebestpracticesforpreparingprofessionaleducators

LiteratureCitations:1. Altieri,E.M.,Colley,K.M.,Daniel,L.S.,&Dickenson,K.W.(2015).MergingExpertise:Preparing

CollaborativeEducators.RuralSpecialEducationQuarterly,34(1),17-22.

2. Capraro,M.M.,Capraro,R.M.,&Helfeldt,J.(2010).DoDifferingTypesofFieldExperiencesMakeaDifferenceinTeacherCandidates’PerceivedLevelofCompetence?TeacherEducationQuarterly,37(1),131-154.

3. Copeland,S.R.,Keefe,E.B.,Calhoon,A.J.,Tanner,W.,&Park,S.(2011).PreparingTeacherstoProvideLiteracyInstructiontoAllStudents:FacultyExperiencesandPerceptions.Research&PracticeforPersonswithSevereDisabilities,36(3/4),126-141.

4. Darling-Hammond,L.(2014).StrengtheningClinicalPreparation:TheHolyGrailofTeacherEducation.PeabodyJournalofEducation,89(4),547-561.doi:10.1080/0161956X.2014.939009

5. Darling-Hammond,L.&Bransford,J.(eds),Preparingteachersforachangingworld:what

teachersshouldlearnandbeabletodo.(SanFrancisco:JohnWileyandSons,2005):442-478.

6. Frey,T.J.,Andres,D.K.,McKeeman,L.A.,&Lane,J.J.(2012).CollaborationbyDesign:IntegratingCorePedagogicalContentandSpecialEducationMethodsCoursesinaPreserviceSecondaryEducationProgram.TheTeacherEducator,47(1),45-66.doi:10.1080/08878730.2011.632473

7. Goodlad,J.I.(1990).Teachersforournation’sschools.SanFrancisco:Jossey-Bass.

8. Grskovic,J.A.,&Trzcinka,S.M.(2011).EssentialStandardsforPreparingSecondaryContentTeacherstoEffectivelyTeachStudentswithMildDisabilitiesinIncludedSettings.AmericanSecondaryEducation,39(2),94-106.

9. Hammerness,K.andDarling-Hammond,L.(2002).Meetingoldchallengesandnewdemands:TheredesignoftheStanfordTeacherEducationProgram.IssuesinTeacherEducation,11(1):17-30.

10. Kubitskey,B.,Rutherford,S.,Wylo,B.,&Liggit,P.(2011).TheAccreditationProcessforScience:

ThePathLeadstoUnintended(Positive)Consequences.JournalofCollegeScienceTeaching,41(1),46-53.

11. Lit,I.,Nager,N.,&Snyder,J.D.(2010).IfItAin’tBroke,WhyFixIt?FrameworkandProcessesforEngaginginConstructiveInstitutionalDevelopmentandRenewalintheContextofIncreasingStandards,Assessments,andAccountabilityforUniversity-BasedTeacherPreparation.TeacherEducationQuarterly,37(1),15-34.

12. McCombes-Tolis,J.,&Spear-Swerling,L.(2011).ThePreparationofPreserviceElementaryEducatorsinUnderstandingandApplyingtheTerms,Concepts,andPracticesAssociatedwithResponsetoInterventioninEarlyReadingContexts.JournalofSchoolLeadership,21(3),360-389.

13. Mueller,J.J.,&File,N.K.(2015).TeacherPreparationinChangingTimes:OneProgram’sJourneyTowardRe-VisionandRevision.JournalofEarlyChildhoodTeacherEducation,36(2),175-192.doi:10.1080/10901027.2015.1030521

14. Papanastasiou,E.C.,Tatto,M.T.,&Neophytou,L.(2012).ProgrammeTheory,ProgrammeDocumentsandStateStandardsinEvaluatingTeacherEducation.Assessment&EvaluationinHigherEducation,37(3),305-320.doi:10.1080/02602938.2010.534760

15. Sampson,M.B.,Linek,W.M.,Raine,I.L.,&Szabo,S.(2013).TheInfluenceofPriorKnowledge,

UniversityCoursework,andFieldExperienceonPrimaryPreserviceTeachers’UseofReadingComprehensionStrategiesinaYear-Long,Field-BasedTeacherEducationProgram.LiteracyResearchandInstruction,52(4),281-311.doi:10.1080/19388071.2013.808296

16. Strieker,T.,Gillis,B.,&Zong,G.(2013).ImprovingPre-ServiceMiddleSchoolTeachers’Confidence,Competence,andCommitmenttoCo-TeachinginInclusiveClassrooms.TeacherEducationQuarterly,40(4),159-180.

17. Taliaferro,A.R.,Hammond,L.,&Wyant,K.(2015).PreservicePhysicalEducators’Self-Efficacy

BeliefsTowardInclusion:TheImpactofCourseworkandPracticum.AdaptedPhysicalActivityQuarterly,32(1),49-67.doi:10.1123/apaq.2013-0112

18. Taylor,R.W.,&Ringlaben,R.P.(2012).ImpactingPre-ServiceTeachers’AttitudestowardInclusion.HigherEducationStudies,2(3),16-23.

19. Vogel,L.R.,Weiler,S.,&Armenta,A.(2014).PushingBackandForgingAhead:MakingPrincipalPreparationResponsivetoStateandNationalChanges.Planning&Changing,45(1/2),210-227.

20. Welton,E.,&Vakil,S.(2010).EnhancingtheDevelopmentofDispositionsinPre-ServiceTeacherPreparationPrograms.RevistadePsihologie,56(3-4),261-268.

21. Zeichner,K.M.,Melnick,S.,andGomez,M.L.(eds).(1996).Currentsofreforminpreserviceteachereducation.NewYork:TeachersCollegePress.

Thereisaconsiderablebodyofliteraturewhichindicatesthatprogramreviewand

curriculumalignmentiscrucialinmaintainingasharedprogrammaticvisionandacoherent

organizationalstructureinteacherpreparationprograms.Theliteraturesuggeststhatsuccessful

teacherpreparationprogramsareintegrated,coherentprogramswithstronglinksamongcourses

andacrossbetweenclinicalexperiencesandformalcoursework.Theselinksarestrengthened

throughperiodicprogramreviewsandfocusedcurriculumalignment.

Theliteraturesupportsaprocessofcontinualrenewalforteacherpreparationprograms.

Programsandcurriculumneedtobeperiodicallyrevisitedtocorrectdeviationsfromapproved

curriculumsaswellastoupdatecurriculumofferingtokeepthemuptodate.(Lit,Nager,&

Snyder,2010;Mueller&File,2015;Vogel,Weiler,&Armenta,2014).Furthermore,periodicreview

ofcurriculumofferingsisessentialtomaintainalignmentwithcurrentteacherprogramstandards,

educatorpreparationprogramstandardsandaccreditationrequirements(Kubitskey,Rutherford,

Wylo,&Liggit,2011;Papanastasiou,Tatto,&Neophytou,2012).

Internally,inordertoproducethehighestqualityofteachercandidates,courseworkand

thechallengesfacedbycandidatesduringfieldexperiencesmustbecloselyaligned(Capraro,

Capraro,&Helfeldt,2010;Darling-Hammond,2014).Morespecifically,methodscoursesmustbe

designedtospecificallypreparecandidatesforexperiencesinthefieldplacements(Santoyo&

Zhang,2016).

Thereisconsiderablesupportintheliteraturefortheintegrationofliteracyskills

throughoutallpreparationcourses(McCombes-Tolis&Spear-Swerling,2011;Sampsonetal.,

2013).Thisincludesthenecessitytopreparecandidatesformeetingtheneedsofstudentswith

widelyvaryingliteracyneeds(Copeland,etal.,2011).Analignmentprocesscanensurethat

importantliteracyskillsareintegratedincourseworkandfieldexperiences.

Theinclusionofcontenttraditionallyreservedforspecialeducationcourseworkintoall

courses,especiallymethodscourses,receivesconsiderablesupportfromtheliterature.

Collaborationbetweenspecialeducationfacultyandgeneraleducationfacultyencouragesthe

developmentofcandidateswhocollaborateinschools(Altieri,etal.,2015;Freyetal.,2012).

Furthermore,thiscollaboration,intheformofco-planningandco-teachingmethodscourses

increasescandidatescomfortwithavarietyofstudentneeds(Strieker,Gillis,&Zong,2013).The

inclusionofspecialeducationcontentingeneraleducationcoursesalsoresultsincandidatesthat

arebetterpreparedtomeettheneedsofallstudents(Taliaferro,etal.2015;Taylor&Ringlaben,

2012;Welton&Vakil,2010;Grskovic&Trzcinka,2011).Acurriculumreviewprocessallows

facultytointegratetheseimportantskillsandknowledgewithoutaddingadditionalcoursesand

repeatingcontentacrossmultiplecourses.

1. Surveyofcurrentstudentteachers

2. Surveyofcurrentmentorteachers

3. Surveyofpartnerdistrictfacilitators

4. SurveyofelementaryeducationfacultyatUW

SummaryofAnalysisofCurrentUWTeacherProgramandPractice InMarchandApril2017,theelementaryeducationresearchgroupconductedaseriesof

surveystargetingspecificpopulationsthathaveextensiveexperiencewithand/orunderstandingof

theelementaryprogram.Feedbackfromcurrentstudentteachers,mentorteachers,UW

elementaryeducationfaculty,andUWpartnerdistrictfacilitatorsindicatesthatthereareafew

areaswhereourprogramswouldbenefitfromimprovedcurriculumalignment.Inparticular,the

feedbackrevealedfairlywidelysharedagreementthatthescienceandmathseminarsare

ineffective.Asignificantnumberofstudentresponsesindicatedthattheywereconcernedabout

contentpreparationandthatexperiencesindifferentsectionsofthesamecoursediffer

considerablydependingupontheinstructor.

FacultySurvey:Commentsspecificallyreferencedverticalandhorizontalalignmentandtheneed

foropportunitiestore-examine,reviseandalignstandards,coursecontent,contentand

assessmentsandlookforduplicationofcontent.Itwasnotedthattherehasbeena“greatdealof

driftintermsofwhathappensindifferentsectionsofthesamecourse”.Multiplecomments

specificallymentionliteracyasanareathatneededtobebetterintegrated.Thesurveyalso

revealedmultipleareainwhichcurriculumneedstobeenhanced,includingworkingwithfamilies,

childdevelopment,moreclassroommanagement.Exposuretophysicaleducationandspecial

educationiscritical.Commonassignmentsandassessmentsarementionedasaneed.Fouroutof

thirteensurveysspeciallyreferencedacurriculummappingandalignmentprocess,while2outof

the13commentedontheneedforverticalandhorizontalarticulation.Thefourresponses

discussingacurriculumreviewprocessrepresentedthehighestnumberofcommonresponsesin

thesurvey.

StudentTeacherSurvey:Severalstudentteachersspecificallymentionedtheneedforbetter

preparationforworkingwithspecialeducationstudents.Severalstudentsmentionedthatclasses,

(especiallytheseminars)needtobettermonitoredforcontent,andthattheseclassesdonotseem

tomatchthecoursedescription.

EvaluationofRegionalandLeadingTeacherPrepPrograms(Checkallthatapply.)

EmployedamixedmethodsapproachtoevaluatequantitativeandqualitativedatafromeducatorpreparationprogramsacrosstheUnitedStates

ProgramsReviewed:

• AkronUniversity-Akron,OH

DataAnalysisQualitativeDataAnalyzed

• Resultsofanon-sitevisittoAkronUniversity,AkronOhio

SummaryofDataFindingsInanefforttocreateaprogramthatwouldenhancethetrainingofallpre-serviceteachers

withintheircollege,AkronUniversitycommitteditselftoanin-depth,strategic,andsystematic

curriculumreview.Inconductingthisevaluation,allcourseworkincludingcoursesprovidedin

Elementary,Secondary,EarlyChildhood,andSpecialEducationwereopenedforreview.Infact,

ratherthanlookspecificallyatcourses,thisanalysisbeganwithanevaluationandreviewofthe

curriculumbeingtaughtandorneedingtobetaught.Coursenumberswereignoredandthe

ownershipofclasseswasdisregarded.Instead,thefacultyatAkronfocusedsolelyoncontent.In

sodoing,theywereabletocombinecourses,determinewherecurrent/pastcoursework

overlapped,andpinpointcurriculumholeswithintheircurrentprogram.Thisalsoallowedthe

facultytocollaboratewithinandbetweencourses.

Thisbroadreviewdemonstratedareaswherecoursecontentcouldbeclusteredand

providedsimultaneously.Italsoestablishedvariouscurriculumsthatwouldsupportoneanother.

Thisshiftfurtherelicitedtheopportunityforstudentsmajoringingeneraleducationtodevelop

skillsandasolidknowledgebaseintheteachingofstudentswithdisabilitiesandatriskyouth.

Becausecoursecontentwasgroupedstrategically,pre-serviceteacherswithintheAkron

programcurrentlylearntheskillsnecessarytoteachalloftheirfuturestudents.Anexampleofthis

collaborationlieswithinAkron’sundergraduateassessmentcourse.Withinthisclass,students

learnnotonlyaboutthefoundationalskillsofformalandinformalassessments,buttheylearnhow

togiveandinterpretassessmentswhenevaluatingstudentsforspecialeducationeligibility.

Furthermore,theylearnhowtoutilizetestresultsinthedevelopmentofanIEP(Individualized

EducationProgram).Itisexcitingtonotethatthiscourseistaughtbytwoinstructors(onefrom

generaleducationandanotherforspecialeducation).

Releaseofproprietaryinformation Lossoffacultyorcandidateconfidentiality Lossofnationalaccreditationorprogramrecognition Lossofstateapprovalorrecognition Other(Pleasedescribe.)

InsufficientDataforCollegeandProgramContinuousImprovementPurposes InsufficientAccesstoStudentSuccessDataofP-12StudentsTaughtbyCollege

ofEducationCompletersfor InsufficientCommitmenttoCollaborationfromWyomingP-12SchoolDistricts Other(Pleasedescribe.)

Thisproposalisaskingforareviewofcurrentlyofferedcurriculum.Asaresult,thereisathreattofacultyindependenceandcurrentcoursedesigns.Inaddition,theproposalcallsfortheintegrationofspecialeducationcontent,whichnecessarilychangescurrentofferings.

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Thereissomenarrativelanguagethatsoundssuspicious-topofpage3,firstparagraph"Itisimportanttonote,however,thatthisgroupenvisionsthatmuchofthecourseworktakenwouldincludegeneraleducationpracticesandstudy"-soisthecontentchangingornotreally?Howmuchisthesame?Howmuchisdifferent?

Overallthissoundslikeagreatconcept.Havingadualandstand-aloneoptionssoundsappealingbutwhatwillultimatelydiffereniatethem?Willtheybesignificantlydifferentincontent?Ifso,willtheyalsobedifferentinoutcomes-licensure,jobplacement,etc.?The"growyourown"isgreat,andthediscussionthat"allourstudentsareallourstudents".Thelackofbudgetandimplementationplanislimitstheoverallpictureofthispositiveconcept.Moreconcreteinformation/planningwouldbeuseful.

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TheproposalistodevelopadualmajoroptioninSpecialeducationaddressestheindicatorsofenrollmentofWyomingresidentsintheUWCollegeofEducation,StatewideperceptionsoftheprogrambyaddressingtheneedforSpecialEducationteachersinthestateandemploingthesegraduatesinWyoming.

StakeholdersacrosstheStateprovidedfeedbackthatUWneedtodeveloparobustundergraduatespecialeducationprogram.ThemajorityofstakeholdersacrosstheStatesuggestedifUWofferedeitheradualmajororendorsementprogramitwouldhelpamelioratetheshortageofspecialeducationteacherswithintheruralcontextsofWyoming.Thiswouldbeparticularlyapplicablethorughdistanceofferingsofthisprogram.

Multipleempiricalsourcesareprovidedtosupporttheinclusionofanintergratedspecialeducationcurriculumwithinthegeneraleducationprogramandthecandidatesabilitytoenactinclusivepractices.

RepresentativesfromtheworkinggroupvisitedAkronUnivresity,OhioandUtahStateUniversity.AkronUniversityisanintegratedprogramwheremanystudentsareabletogetadualmajorandlicensureinbothspecialandgeneraleducation.ThisprogrammayhaverealvalueinthedevelopmentoftheprogramatUWastheworkinggrouparechallengedwithputtingtogetheradualmajorthatcanbecompletedinfouryears.UtahStatehasalongerhistoryofbeingaspecialistprogramforspecialeducationandthisprogrammayhaveutilityforthedevelopmentofaseparatemajoroption.

Nocontextualcontraintswereidentified.

NopotentialriskstotheTEIinitiativewereidentified.

Nofundingrequestwasincludedwithitheproposaldocument.

TheproposalclearlydescribestheneedfortheUWcollegeofeducationprogramtoprepareteacherswhoareskilledinspecialeducationandcanbeusedtomeettheshortageoftheseteachersacrossWyomng.Theproposalwaslimitedinseveralareasinthattherewasnoclearplanastohowtheendorsement,dualorstandalonemajorinSpecialEducationwouldbedeveloped.Theauthor(s)needtothinkmoreclearlyabouttheresourcesrequiredtoenactthisdevelopmentandhowthismaybestfitwithinthefouryearundergraduatemodel.Asarevieweritischallengingtoevaluatetheproposalasitisnotclearwhatresourcestheauthor(s)requireforthistotakeplace.

Thereisaneedforthistypeofprogramdevelopmentbutmorecollaborationisrequiredwiththeworkinggroupwhoareplanningtoembarkoncurriculumreviewandrevision.Thisgroupneedstoprovidethecurricularrevisiongroupthetemplateoftheprovisionofadualmajor/endorsementinspecialeducationfromtheoffsetsuchthathorizontalandverticalalignmentscanbemadewithspecialeducationlearningobjectivesareembeddedfromtheoutsetofthisprocess.Thisrevisionwillenabletheworkinggrouptodecidehowtointegrate/separatetheseobjectivesandassessments.Thiswillalsoproducesomemoretangibleandrealisticrequirementsforsupplementalclasses/mentors/resources.Iwouldsuggestthataproposalresubmisisonembedsbothoftheseobjectives.

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Theproposaladdressthreekeyperformanceindicators.

ThereisstrongevidenceofthestatewideneedforanundergraduateprograminSpecialEducation.

TheliteraturereviewprovidesstrongevidencefortheeffectivenessofanundergraduateSpecialEducationprogram.

TheproposalcitestheresultsofvisitstotheUniversityofAkronandUtahStateUniversity.

Nocontextualconstraintswereidentified.

Theproposaldoesnotidentifyanyriskstosuccessinimplementationoftheproposal.

Whilethebudgetrequestissufficient,Ihaveconcernsrelatedtothesizeoftheproposedconsultancy,travelandthesalariesandbenefitsbudgetrequest.Theconsultancyandtravelbudgetsarelargerthanwhatwouldbeneededanditisunclearwhatthesalariesandbenefitswouldbeusedfor.AcurrentUWPresidentialDirectivedoesnotallowforfacultyoverload.Therefore,iftherearefundsneededforsalariesandbenefits,itwouldneedtobeforcoursereleaseandfacultybackfill.

Theproposalnarrativeisconfusing,asitincludesinformationregardingduallicensure,enhancedpracticumandfieldexperiences,anddiscussescollaborationoncurriculum/programofstudydesignwith"generaleducation"faculty.

IwouldrecommendreturningthisproposaltotheSpecialEducationResearchWorkGroupforrefinementandamuchstrongerfocusonthedevelopmentofanundergraduateSpecialEducationProgram.

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Wellwrittenandunderstandable.

ThissomethingthatcanbeverybeneficialtoUWandthestate.Itishoweverachangetocurrentpractice.Itneedstoprovidemoreinnovation.

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Thisproposalmeetsindicators1-6.

ThereisacriticalneedtohaveanundergraduateoptionforSpecialEducationatUW.FindingqualifiedandcapableapplicantsforspecialeducationpositionshasbeenachallengeformanyyearsinWyoming.

Withtheneedtoofferanundergraduate&/ordualmajoroption,theresearchsupportstheneedtobeversatileintheprogrammingthatisofferedtopotentialandcurrentlyenrolledstudents.

ThereviewsoftheUniversityofAkronandUtahStateUniversityprovideanicecomparisonandtargetofwheretheUWCollegeofEducationcouldbeheaded.

Verythoroughnarrativeoftheproblem,proposal,andplan.

DevelopinganundergraduateoptionattheUniversityofWyomingshouldbeahighpriority.Itisincreasinglydifficultforavarietyofreasonstorecruitandretainqualitycandidatesinthisarea.Thisproposalfitsnicelywithproposal#4andIwonderiftheycouldn'torshouldn'tbecombined.

Ireallylikethisproposalsabilitytoreachabroadgroupofeducatorsandintheirenvironment.Thedualdegreeprovidesopportunitiesforyoungprofessionalsthatmightchangefocusafterafewyears.Itisalsopracticalleveragingsynergies,welldone

asnoted

Iwouldliketoknowmoreabouttheeffectivenessofsurveysforevaluation.Ihadattendedclassroomswhereevaluationswerebeingperformedandfeltthatwasveryeffective.literaturereviewappearedtobeadaquite

IwasveryimpressedwiththesummaryfromUofAkronandUtahState.

adaquite Ifeelthisisalowriskoption,partneringwithUtahStateshouldbeanacceleratorforus.Distancelearningshouldbeeffectiveformostofthecurriculumagainrecommendmoreonsiteinclassobservationsvs.survey

Ididnotgetafeelforactualbudget/costonthisproposal.Dualdegreeshouldbeveryeffective

Ilikethisandfeelithasahighprobabilityofsuccess

Ilikeit

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Doesnotaddressrisks.

Thisproposaldoesnotprovideabudget.

Thisproposalistodeveloptwoundergraduatemajorsinspecialeducationandiscertainlyneeded.OfferingtheprogramsfordistancestudentsisalsoveryimportantforourconstituentsinWyoming.Theproposalislackingindetailsbutdoesprovideabroadoverview.

Eventhoughthemeritsofthisproposalareevidentandwedoneedtoconsiderandverylikelydevelopanundergraduateoptioninspecialeducation,andonethatincludesdistancedelivery,thisproposalisnotyetcomplete.Notonlyisthebudgetnotprovidedbutalsoitwouldbehelpfultoseemorerationaleforthetwomajorsbeingproposed,particularlytheSpecialEducationmajorwithoutanElementaryorSecondary.Overall,theproposalneedsmoredetails.Theworkgroupmightwanttofirstconsiderandimplementproposal#2priortodevelopingthisproposalfurther.Recommendation:Returntothespecialeducationworkgroupforrevision/expansion.

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Theproposaldoesnotaddresscontextualconstraints,butitisalsodifficulttoassesswhatthosemightbe.UWisnotinapositiontoaddadditionalprogramsgivenrecentbudgetreductions.However,thisprogrammightbeanexception.IseetheUWbudgetasacontextualconstraint.

Theproposaldoesnotaddressarisktostakeholders,but,again,thisseemslikealow-riskproject.

Astheauthorsnote,theydonothavetheexpertisetoincludeabudgetforthisproposal.Asaresult,Icannotevaluatethisdimension.

Overall,thisseemslikeanimportantproposal.Unfortunately,theproposalacks(understandably)abudgetandsomeotherkeyfeatures.Thereseemslikeanimportantneedinthestateforthis;however,Iwonderifthisistherighttime.Iwouldbesupportiveinhavingtheauthorscontinuetomoveforwardasitseemsthereisasignificantneedinthestate.

Thisseemslikeanimportantidea,butunfortunatelytheproposal(understandably)ismissingafewkeyfeatures.Iwouldencouragetheauthorstomoveforward.

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Itisunderstandablethatabudgetrequestforthisnewprogrammingwouldbehardtodetermine.Inaddition,itcouldbearguedthatthebudgetexpenditurestiedtotheproposalcouldbeoffsetinpartduetotuition/feerevenuefromstudentswhoenrollintheprogram.

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ThethreeindicatorspresentedareveryimportanttotheTEIwork.

ThisseemstobeanareaofneedthroughoutthestateofWY

Enoughliteraturewaspresented...notanoverabundance

BothprogramsseemtobeofveryhighqualityandwouldprovideassistanceintermsofconsultantstoUWCoE

Itwouldappearthatthecontextualconstraintswouldbeofprimaryimportance,butthesewerenotidentifiedoraddressed.

nonewereidentified

Nonewasprovided.Itseemsthatconsultantsandtimetostructureandrestructurethecurriculumandprogramwillbeofmostcost

Therewereimportantcomponentsmissingfromthisproposal.Oncethosegapsarefilled,itwillbeaveryworthwhileproposalandprojectthatfillsmuchneedinWY

Thisisanimportantproposalandproject.Theauthorsareencouragedtocompletespecificssuchasfundingandthemethodtobefollowedtoconstructsuchanambitiousundertaking.

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Thereisnoharderareatofillthesedaysthanspecialeducationteachers,andfewclassroomsthatdon'tincludestudentswithlearningdisabilities.

Stakeholdersurveysenhancedtheevidence.

Productivevisits.ItmakesmoresensetomethatwewouldcollaboratewithUtahbecauseofitsproximityandsimilarity.

Thisproposalwouldstrengthenoureducationalsystem.

Thisisincompletewithoutfurtherinput.

Thisproposalwouldstrengthentheteachereducationprogramandimproveexpertiseintheclassroom.

Ihopethisisaffordable.

29 TOTAL 33 TOTAL 31 TOTAL 31 TOTAL 22 TOTAL 30 TOTAL 20 TOTAL GRANDTOTAL 1963.22 MEAN 3.67 MEAN ### MEAN 3.44 MEAN 2.75 MEAN 3.33 MEAN 2.50 MEAN

Proposal 2017-03 Amended to Include

Budget Proposal

InitiativeResearchWorkGroupNameSpecialEducation

Submittedby DavidYanoski(onbehalfofSpEdRWG)ContactEmail david.yanoski@marzanoresearch.comContactPhone 303-766-9199ext306SubmissionDate 3/23/2017ResearchWorkGroupMemberNamesTiffanyDobler

JennyKrause

RickWoodford

DawnScarince

WendyGauntner

ProposalforPilotImplementation(pleaseprovidenarrative): ProblemStatement:

Forthepast16years,theWyomingDepartmentofEducation(WDE)hasreportedtotheUnitedStatesDepartmentofEducation(USDOE)thatSpecialEducationisateachingshortageareainWyoming.

Inaddition,theWyomingPlantoEnsureEquitableAccesstoExcellentEducators,revisedJune5,2015andsubmittedbyJillianBalow,WDEStateSuperintendent,identifiedthelackofhighlyqualifiedspecialeducationteachersasoneareaofequityconcernforthestateofWyoming.

Proposal:

Wyomingstakeholders(i.e.districtpersonnel,WyomingDepartmentofEducation,ProfessionalTeachingStandardsBoard,currentandpotentialUWstudents)havemadeitclearthataprogramoptioninspecialeducationiscriticallyneededattheUniversityofWyoming.TheWyomingDepartmentofEducationhasreportedtotheUnitedStatesDepartmentofEducation(USDOE)thatthereisacriticalshortageofteacherslicensedinthisfieldresidinginWyoming.Asthesoleuniversityinthestate,ithasbecomeincreasinglyproblematicthatourcurrentsystemprovidesspecialeducationlicensureoptionsforonlygraduatestudents.Asaresult,theTEISpecialEducationResearchWorkGroupisproposingthattheUniversitydevelopandimplementafour-yeardualmajoroptionforpre-serviceteachersineitherElementaryorSecondaryEducationandSpecialEducation.

Additionally,astand-aloneoptionbeofferedaswell.Thiswouldallowundergraduatestudentstheoptiontomajorsolelyinspecialeducation.Thisoptionwouldplaceemphasisonpreparingprospectiveteacherstomeettheuniqueeducational,independentliving,socialandbehavioralneedsofourstudentswithsevereorlowincidencedisabilities.Itisimportanttonote,however,thatthisgroupenvisionsthatcourseworkwouldincludetheessentialgeneraleducationpracticesandstudynecessarytoprepareprospectivespecialeducationteachersforasuccessfulcareerinthemodern-dayinclusiveschoolenvironment.

ThisTEIworkgrouprecommendsthedesign,development,andimplementationofanefficientandeffectivepracticumandstudentteachingprogram.Providingrobustpracticumandstudentteachingexperiencesisessentialtopreparinghighlyconfidentandeffectiveeducators.DesigningandmonitoringasystemthatensuresamplesupervisionandsupporttouniversitystudentscanbedifficultinruralWyoming.ThecommunitycollegeslocatedthroughoutthestateareapotentialresourceforbuildingpartnershipsandsupportingtheUniversityofWyominginthiseffort.

Finally,theTEISpecialEducationResearchWorkGrouprecommendsthatoptionsbemadefordistancestudentstoseektheirundergraduatedualorstand-alonedegreeaswell.Thisgrouprecognizesthatmanynon-traditionalstudentsareinterestedinbecomingqualifiedtoteachspecialeducation,yetduetoproximityandpersonalresponsibilities,thisisnotanoption.WeretheCollegeofEducationtoprovideadistanceoptionfortheaboveprograms,localdistrictsinthestatewouldhavetheoptionto“growtheirown”specialeducationteachers.Ithasbeenreportedbyseveraldistrictspecialeducationdirectorsandsuperintendentsthatmanyoftheirparaprofessionalswouldbeveryinterestedinthisoption.

Throughthedevelopmentoftheaboveundergraduatespecialeducationprogramsandmultitudeofoptions,candidateswouldeitherbeeligibleforlicensureinElementaryorSecondaryEducationalongwithaK-12generalistspecialeducationcertificationorbeeligibleforlicensureinspecialeducationalone.Eitherway,thesecandidateswouldbequalifiedtoteachspecialeducationinthestateofWyoming,whichinturnwouldbegintoamelioratethespecialeducationteacherdeficitinthestate.

TheTEISpecialEducationResearchGroupproposesacollaborativeeffortwiththegeneraleducationTEIResearchGroupsinordertobuildapreeminentundergraduateSpecialEducationprogramleadingtolicensureasaSpecialEducationK-12GeneralistthroughtheWyomingProfessionalTeachingStandardsBoard(PTSB).Itisourpremisetobreakdownthehistoricallyperceivedsilosofspecialeducationandgeneraleducation.Modelingthisinterdisciplinarypracticeforpotentialteachercandidatesmuststartattheuniversitylevel.

TheTEISpecialEducationResearchGroupacknowledgesthecurrentrealityinpublicschooleducation,that“allourstudentsareallourstudents.”Wecannolongerperpetuatethemyththatspecialeducationisa“place”wherestudentswithdisabilities“go”tobeeducated,separatefromgeneraleducationteachers,astandards-basedcurriculum,andthegeneraleducationenvironment.TheEducationforAllHandicappedChildrenActwasenactedbytheUnitedStatesCongressin1975.Fromthebeginning,PL94-142establishedpubliceducationforallstudentswithdisabilitiesintheLeastRestrictiveEnvironment(LRE)asaprimedirective.Thismandatehasremainedstrongthrougheveryreauthorizationofthelaw,includingthecurrentIndividualswithDisabilitiesEducationAct(IDEA).

WeproposeutilizingtheTEIresourcesavailabletoemployknowledgeableandexperiencedconsultants,conveneproductivecommitteemeetingsutilizingbothvirtualandon-sitevisits,revisecurrentcoursesofstudy,redistributecoursecontent,anddesignstate-of-the-artpracticumandstudentteachingexperiences,whichwillultimatelyproduceapreeminentundergraduateSpecialEducationteacherpreparationprogramattheUniversityofWyoming.

Outcomes:

• ThecreationofadualmajoroptionforundergraduatestudentsmajoringinElementary/SecondaryEducationandSpecialEducation.

• ThecreationofastandaloneSpecialEducationMajor,withemphasisonpreparingprospectiveteacherstosuccessfullyteachstudentswithsevereorlowincidencedisabilities,withahighlevelofcollaborationbetweenGeneralandSpecialEducation.

• UWundergraduatecandidateseligibleforlicensureinElementary/SecondaryEducationaswellasaK-12GeneralistcertificationinSpecialEducation.

• UWundergraduatecandidateseligibleforlicensureinSpecialEducation.• Theoptionforstudentstotakeclassesandcompleteprogrammingfromadistance(i.e.

fromremoteWyomingtownsandlocations).• Theameliorationofthespecialeducationteacherdeficitinthestate.• Thedemonstrationofgoodfaitheffortstomeettheneedsoflocalschooldistrictsinthe

stateofWyoming.• Thebuildingofcollaborativerelationshipsandthedevelopmentofunifiedeffortsbetween

theGeneralEducationandSpecialEducationfaculty.• TheopportunityforSpecialEducationandGeneralEducationfacultymemberstoco-teach

courses,andinsodoing,demonstratebestpracticeandinclusiveteachingstrategiesandtheorytoundergraduatestudents.

• ThecreationofhighlyeffectivespecialeducationteachersinthestateofWyoming.

• DualMajor:o StudentswouldmajorinbothSpecialEducationandElementaryEducationor

SpecialEducationandSecondaryEducation.o Programwouldcompleteprogramwithin4years.o Studentswouldengageinpracticumexperiencesthatincludebothspecialeducation

andgeneraleducationsettings.o Undergraduatestudentswouldstudentteachinbothspecialeducationandgeneral

educationsettingsorsolelyininclusionclassrooms,whichsupportbothstudentswithandwithoutdisabilities.

o Upongraduation,UWundergraduatestudentswouldbeeligibleforlicensureinbothElementary/SecondaryEducationandSpecialEducation.

o Non-traditionalstudentswouldhavetheoptiontocompletetheprogramfromadistance,throughtheuseoftechnologyandcollaborationwithlocalschooldistrictsandcommunitycolleges.

• SpecialEducationMajor:o StudentswouldmajorinSpecialEducation.o Studentswouldcompleteprogramwithin4years.o Upongraduation,UWundergraduatestudentswouldbeeligibleforlicensureasaK-

12GeneralistinSpecialEducationo Studentswouldengageinpracticumexperiencesthatincludeawiderangeof

disabilitycategories.o Additionalemphasiswouldbeplacedonstudentswithsevereorlowincidence

disabilities.o Studentswouldcontinuetotakecourseworkheavyingeneraleducationcurriculum

andpracticeso Upongraduation,UWundergraduatestudentswouldbeeligibleforageneralist

licenseink-12SpecialEducation.o Non-traditionalstudentswouldhavetheoptiontocompletetheprogramfroma

distance,throughtheuseoftechnologyandcollaborationwithlocalschooldistrictsandcommunitycolleges.

☒EnrollmentofWyomingresidentsinUniversityofWyomingCollegeofEducation1ListcompleteasofFebruary2017.ResearchWorkGroupswillintroduceadditionalKeyPerformanceIndicatorsforGoverningBoardreviewandaction.

☐Continuousimprovementprotocolsforfieldandclinicalexperiences,developedandimplementedinpartnershipwithschooldistrictpartners

☒EmploymentofUniversityofWyominggraduatesinWyomingschools

☐NationalaccreditationfromtheCouncilforAccreditationofEducatorPreparation(CAEP),withnoAreasforImprovementorStipulationsrelatedtoCAEPStandard4:ProgramImpact,Component4.3:SatisfactionofEmployers.

☐State-of-the-artCollegeofEducationorganizationalstructure,facilities,andtechnologicalcapabilitiesasmeasuredbyfacultyandcandidatecollaborationandinnovation,candidateperceptionsoftheirexperiences,andoperationalefficienciesasmeasuredbyresourcemonitoringandreporting.

$285,000 2017-2018TotalRequest

SubtotalAmount:$150,000 Purpose:Contractedservices,includingconsultation

SubtotalAmount:$10,000 Purpose:Equipment,SuppliesandMaterials

SubtotalAmount:$50,000 Purpose:Travel

SubtotalAmount:$60,000 Purpose:SalariesandBenefits

SubtotalAmount:$15,000 Purpose:Purchasedservices

BudgetNarrativetoSupportFundingRequest:Forthe2017-18schoolyeartheSpecialEducationTEIResearchWorkgroupisaskingforatotalof$285,000.Thesefundswouldsupportconsultation,collaborationandprogramdevelopment.Specifically,theworkgroupenvisionsutilizing$150,000forcontractedserviceswithawell-versedandhighlyexperiencedconsultant,whowouldfacilitateprogramdevelopmenteffortsbetweengeneraleducationandspecialeducationfacultymembers.Thispersonwouldorchestratecollaborativepracticesbetweencurrentprograms,provideaneutral,non-biasedoutsideperspective,andsupportfacultymembersindevelopinganundergraduateprogramthatmeetstheneedsofthestate,asindicatedabove.Additionally,theworkgrouprecognizestheneedtocreateabudgetforequipment,supplies,andmaterials(i.e.$10,000).Suchitemsmayincludetechnologyforfacultymembers,suppliesandmaterialsforonandoff-campusmeetings,aswellasmaterialdevelopmentforprogrampromotion.TheSpecialEducationTEIResearchWorkgroupisaskingfor$50,000intravelexpenses.Thiswouldnotonlybeutilizedforcontractedpersonnel,butalsoforfacultytravelaroundthestate,stakeholdertravelexpenses,andfacultymembervisitstosimilarlysituateduniversities(e.g.UtahState,AkronUniversity,etc.).Inanefforttosupplementtheworkprovidedbyfacultymembers,theworkgroupisadvocatingfor$60,000.Thiswouldallowforthecollaborationbetween10facultymembers(4specialeducation,3elementaryeducation,&3secondaryeducation).Thesefacultymemberswouldbeawarded$3,000persemesterfortheirworkinprogramresearchanddevelopment.Finally,theworkgroupisaskingforanadditional$15,000formiscellaneousexpenses.Suchexpensesmayincludeadditionalcontractwork,programfees,consultationexpenseswithvariousexperts,etc.Forthe2018-19schoolyeartheSpecialEducationTEIResearchWorkgroupisrequestingatotalof$275,000.Thisrequestincludesfundingforcontinuedcollaborationandsupportbytheconsultanthiredinthepreviousyear.TheTEIworkgroupenvisionsthatmuchofthisschoolyearwouldinvolvethetrainingoffacultyanddistrictstaffinprogramimplementationefforts.Thismayincludestudentteachermentortraining,facultymemberobservationandtraining,trainingoffaculty/districtmembercoaches,aswellasthecollaborationwithvariousdistrictsandtheirpersonnelincreatingrobuststudentteachingandpracticumplacements.Arequestfor$20,000isproposedforequipment,suppliesandmaterials.Again,thesefundsmaybeutilizedfortechnology,onandoff-campusmeetings,programmarketingmaterials,etc.Theworkgroupagainrecognizestheimportanceofcreatingabudgetforfaculty,district,andconsultanttravel.Therefore,thegroupisrequesting$30,000.Itisexpectedthatlesstravelwillbeneededwithinthisyear,asmuchoftheinitiallegworkandfeedbackbetweenUWfacultymembersandstakeholderswillbecomplete.Anadditional$60,000isbeingrequestedtosupplementfacultymembers.Asintheyearprior,thesefundswillprovide10facultymembers(4specialeducation,3elementaryeducation,&3secondaryeducation)withastipendof$3,000persemester.Finally,anadditional$15,000isbeingrequestedforsimilarmiscellaneousitems.Forthefinalyear,theSpecialEducationTEIResearchWorkgroupisrequestingatotalof$170,000.Thiswouldinclude$50,000forthepreviouslyhiredconsultant.Withinthisyear,the

workgroupenvisionsthetransitionoftheseservicesfromtheconsultanttouniversityfacultymembersanddistrictpersonnel.Itisanticipatedthatthisworkwillincludetrainingstaffandfaculty,whocanin-turntrainothersandcontinuethedevelopmentandexpansionofthenewlyimplementedprogram.Again,$20,000isrequestedforequipment,supplies,andmaterials,aswellas$30,000forconsultant,faculty,andmentorteachertravel.Thesame$60,000wouldbeutilizedtosupplementtheworkoffacultymembers(i.e.4specialeducation,3elementaryeducation,&3secondaryeducation)and$10,000formiscellaneousexpenses.LiteratureReview

Reviewedandanalyzedrelevantcurrentliteratureonthebestpracticesforpreparingprofessionaleducators

LiteratureCitations:Altieri,E.M.,Colley,K.M.,Daniel,L.S.,&Dickenson,K.W.(2015).MergingExpertise:

PreparingCollaborativeEducators.RuralSpecialEducationQuarterly,34(1),17-22. Frey,T.J.,Andres,D.K.,McKeeman,L.A.,&Lane,J.J.(2012).CollaborationbyDesign:

IntegratingCorePedagogicalContentandSpecialEducationMethodsCoursesinaPreserviceSecondaryEducationProgram.TheTeacherEducator,47(1),45-66.doi:10.1080/08878730.2011.632473

O’Brien,C.,Aguinaga,N.J.,Hines,R.,&Hartshorne,R.(2011).UsingContemporary

TechnologyToolstoImprovetheEffectivenessofTeacherEducatorsinSpecialEducation.RuralSpecialEducationQuarterly,30(3),33-40.

Taylor,R.W.,&Ringlaben,R.P.(2012).ImpactingPre-ServiceTeachers’AttitudestowardInclusion.HigherEducationStudies,2(3),16-23.

Voss,J.A.,&Bufkin,L.J.(2011).TeachingAllChildren:PreparingEarlyChildhoodPreservice

TeachersinInclusiveSettings.JournalofEarlyChildhoodTeacherEducation,32(4),338-354.doi:10.1080/10901027.2011.622240

Williams,J.M.,Martin,S.M.,&Hess,R.K.(2010).PersonnelPreparationandService

DeliveryIssuesinRuralAreas:TheStateoftheArt.RuralSpecialEducationQuarterly,29(4),31-39.

AsdictatedthroughtheIndividualswithDisabilitiesEducationAct(IDEA)studentswithdisabilitiesaretobeeducatedintheleastrestrictiveenvironment(LRE).Throughoutthecontinueddevelopmentofthislawandthealignmentofteachingpractices,moreandmorestudentswithdisabilitiesarebeingeducatedinthegeneraleducationclassroom.

Thisinclusivitydictatesaneedforthedevelopmentofpre-serviceeducatorskillsandattitudestowardteachingallstudents(Frey,Andres,McKeeman,L.&Lane,2012;Voss&Bufkin,2011).AstudyconductedbyAltieri,Colley,Daniel,andDickenson(2015)supportsthisclaimandfurtherpushesforcollaborationbetweengeneralandspecialeducation.Theirstudyindicatedthatundergraduateswhohadcompletedtheirpre-serviceteachereducationpreparationatamedium-sizeuniversitywhereahighlevelofcollaborationbetweengeneraleducationandspecialeducationwastaught,modeled,andexpected,resultedinahigherlevelofretentionofthesenewteacherswithinthefield.

Furthermore,TaylorandRinglaben(2012)determinedthatpreserviceteachersparticipatinginateachertrainingprogramthatintegratedgeneraleducationcurriculumwithspecialeducationcurriculumyieldedteachercandidates,whoweremoreopenandandfeltmorepreparedtoenactinclusivepracticeswithintheirownclassrooms. Williams,Martin,andHess(2010)recognizetheneedtoprovideruralpersonnelpreparationinthefieldofspecialeducation.As,aruralstate,itiscriticalthattheuniversityremainversatileintheprogrammingofferedtopotentialandenrolledstudents.Asaresult,anyundergraduatespecialeducationprogrammustutilizedistanceeducationalpracticessuchasweb-basedinstruction,wikilinks,andvideoconferencingtosupportthedevelopmentofspecialeducationteachersresidinginruralsettings(O’Brien,Aguinaga,Hines,&Harshorne,2011;Williams,Martin,andHess,2010).Thisisparticularlyimportantfornon-traditionalstudents.

1. UWSpecialEducationProgrammingFeedbackSurvey(administeredbytheSpEdRWGinMarchof2017)

SummaryofAnalysisofCurrentUWTeacherProgramandPractice Feedbackfromstakeholdersthroughoutthestate,attheWyomingDepartmentof

Education,PTSB(ProfessionalTeachingStandardsBoard)andwithinourlocalschooldistricts,clearlyindicatetheneedforUWtodeveloparobustundergraduatespecialeducationprogram.OfthosedistrictrespondentstotheUWSpecialEducationProgrammingFeedbackSurvey(Superintendents,Principals,SpecialEducationDirectors,HRDirectors,Other)77.05%areinsupportofadualprograminspecialeducationandelementaryorsecondaryeducation,82.81%areinsupportofanendorsementprograminspecialeducationattheundergraduatelevel,and65.63%supportthedevelopmentofaspecialeducationmajor.WhenaskedifthedevelopmentoftheaboveprogramswouldmitigatethespecialeducationteachershortageinWyoming,60.94%reportedthatthedualmajorwouldbesuccessfulinsupportingtheseefforts;75%felttheendorsementwouldmitigatethisissue,and67.19%feltthisshortagewouldbegreatlyrectifiedthroughtheofferingofaspecialeducationmajorattheundergraduatelevel.

OnerespondentfromtheUWSpecialEducationProgrammingFeedbackSurveystated:"WeneedMOREundergraduateoptions(i.e.4-yearprogramofstudy)forSpecialEducationatUWotherthanaMaster'sDegree.OurneighboringstatesofferdualmajorswithSPEDandeducationdegreeswithSPEDendorsements.Wehaveashortage,andI'dlovetoreferindividualsinterestedinSPEDtoourhomestateforadegree/endorsement."

Anotherrespondentwrote:"IfullysupportUWprovidingateachercertificationprogramforspecialeducation.Atthistime,IhiremoststafffromBlackHillsStateUniversityastheirgraduateshavetheopportunitytobedulycertified."Oneparticipantreflectedonhis/herpersonalexperiencecommenting,“WhenIwasanundergraduate,Iwentthroughaduallicensureprogram,anditwashelpfultopreparemefortheinclusionmodelandteamingwithotherteachers.”Anotherpersoncommented,“Thedualmajorisattractivebecauseitdoesprovidestaffingflexibilityoncehiredinak-12setting.”Finally,onerespondentshared,“KnowledgeofSpecialEducationisbecomingalostArt.Increasingawarenessandimprovingtheeducationofthegeneralpopulationwoulddefinitelyimprovestudentsuccess.”

ItisasaresultofthesecommentsandothersthatourtaskforcehasfocusedseriouslyonthedevelopmentofanundergraduatespecialeducationprogramandismakingtherecommendationthatfacultyandstaffintheCollegeofEducationspendthenextschoolyeardevelopingit.

ProgramsReviewed:

• UniversityofAkronAkron,OH

• UtahStateUniversityLogan,UT

DataAnalysisSummaryofDataFindingsUniversityofAkron

OnApril12-13,2017,threemembersoftheTEISpecialEducationResearchGroup(WendyGauntner,TiffanyDobler,andDawnScarince)visitedtheUniversityofAkroninOhio.

TheGoaloftheUniversityOfAkron–IntegrativeTeacherPreparationModel(UA-ITPM)was“torestructuretheexistinggeneralandspecialeducationteacherlicensureprogramssoteachercandidatesaremoreeffectivelytrainedtomeettheinstructionalneedsofalllearners,includingstudentswithadisability(SWDs),EnglishLanguageLearners(ELLs),andothertraditionallymarginalizedgroupsoflearners(TMGLs)(e.g.,studentsfromracial/ethnicminoritypopulations,learnersfromlowsocioeconomicbackgrounds,etc.)”.

Inordertoaccomplishthisgoal,theUniversityofAkroncommitteeworkedcollaborativelywithintheUniversity’seducationdepartment,beginningwiththeirearlychildhoodprogramthenexpandingtoelementaryandsecondaryprograms,toaccomplishspecificobjectivesrelativetotheuniversity’scoursework,program(s)ofstudy,andtheOhiolicensurerequirements.TheteamdevelopedacomprehensiveLogicModel,FrameworkandEvaluationtools,specificallydesignedtoaddresstheobjectivesnecessarytoachievetheirvisionwithin2years.

UponcompletionoftheUniversityofAkronteacherpreparationprogram,allstudentsareeligibletoreceiveaDualLicensuresuchas,GeneralEducationlicensurecombinedwithInterventionSpecialist:Mild/Moderate(K-12)inOhio.Moststudentsareabletocompletetheirprescribedprogramwithin4years.

• Objective1:RestructuretheUAcorecoursestakenbycandidatesinallteacherlicensureprogramstoalignwiththeUA-ITPMproject.

• Objective2:RestructureliteracycoursesrequiredforlicensuretoalignwiththeUA-ITPMproject.

• Objective3:RedesigntheUAmild/moderatelicensureprogramtoexpeditethepathwaytoduallicensure.

• Objective4:RedesigntheUAmild/moderatelicensureprogramtoprovideopportunitiesforHighlyQualifiedTeacher(HQT).

• Objective5:Developproductsincludingcoursecontent,syllabi,on-linemodules,instructionalmaterials,readingsandperformanceassessmentsfortheUA-ITPMrestructuredcoreandliteracycoursestomeettheneedsofpre-serviceteachercandidatesintheareasofcognitivedisabilitiesandlearningdisabilities,strugglinglearners,culturallydiverselearners,andEnglishlanguageLearnerstosustaintheireffectivenessininclusiveclassrooms.(Theaboveproductswillbesharedwithfacultytoenhancepedagogicalknowledgeandskillsinthecontentareas(e.g.languagearts,science,math,socialstudies).

• Objective6:Developandcultivateclinical/fieldexperiencestopromotecollaborativenetworkingbetweengeneralandspecialeducationpre-serviceteachercandidates.

• Objective7:Collaboratewithschoolpartnerstopromoteincreasedinclusivepracticesandcollaborativenetworkingbetweenpracticingteachersandteachercandidatesduringstudentteaching.

• Objective8:Developamatrixthatconnectscoursecompetencies,instructionalmaterialsandreadingsextractedfromtheUA-ITPMframework(e.g.researchbasedknowledge&applications,dispositions&professionalstandards)asguidebyotherOhioIHEconsideringrestructuringtheirexistingteacherlicensureprograms.

• Objective9:Developamatrixbasedonareexaminationofthecurrentclinical/fieldexperiences,ofwhichthebreadthanddepthwillberecommendedensuringteacherdispositionsintheUA-ITPMframeworkwillbemet.

• Objective10:Conductanalysis,assessment,andevaluationoftherestructuredcore,literacycourses,theredesignedmoderatelicensureprogramsasapathwaytoduallicensureandtheformatallowingmild/moderateteachercandidatesaccesstoHQT.

Dr.BridgieFord,Dr.ShernavazVakil,andDr.LynnKline,alongwithothermembersoftheUniversityofAkroneducationdepartment,enrolledstudentcandidates,andthecooperatingschooldistrictpersonnelgavegenerouslyoftheirtime,experience,andknowledgeduringourfact-findingvisit.TheUniversityofAkronfacultywholeheartedlysupportsoureffortstobringtheUniversityofWyomingEducationDepartmenttopreeminence.TheyarewillingtoprovidefurtherconsultationtoguidetheUniversityofWyomingthroughthecollaborativeprocessofcurriculumreview,restructuringofidentifiedcoursework,andimplementationoftherevisedprogram.Inadditiontodevelopingundergraduatecourses,theAkronfacultyemphasizedtheimportanceofenhancingparticularcoursesyllabitomaketheclassapplicabletobothundergraduateandgraduatestudents.

TheUniversityofAkronestablishedstrongworkingrelationshipswithlocalschooldistricts.TEISpecialEducationResearchGroupmembersvisitedonelocalelementaryschool,wherecandidatesreceivedpracticumexperienceandmethodscoursesweresimultaneouslytaughtbyuniversityfacultyatthecooperatingschool.Thispartnershipprovidedacohesiveworking

relationshipwiththeUniversityandthelocalschooldistricts,whichhasheightenedtheprogram’soveralleffectivenessandimprovedteacher,placementopportunitiesupongraduation.

Duringourvisit,TEISpecialEducationResearchGroupmembersalsometwiththedirectorofcurriculumandinstructionfortheAkronschooldistrict,Dr.EllenMcWilliams.SheexpressedherappreciationforthestrongpartnershipdevelopedandnurturedthroughtheAkonUniversityprogramandfaculty.Allthestakeholderswemet,involvedintheUniversityofAkronteacherpreparationsystem,agreedandemphasizedtheimportanceofidentifyingandmeetingcurrentneeds,establishingsystemsforclearcommunication,maintainingstrongcollaborationamongallstakeholdergroups,andestablishingtruepartnershipsintheirendeavortoprovidehighquality,welltrainedteacherstoserveintheAkronSchoolDistrict.

Wyomingisuniqueinthatourstatehasonlyone4-yearuniversity;thisposesbothchallengesandopportunities.Ultimately,theUniversityofWyomingteacherpreparationprogramischargedwithmeetingtheneedsoflocalschooldistrictssodistricts,inturn,canensurehighlevelsoflearningforallstudentsenrolledintheWyomingpublicschoolsystem.Beingresponsivetoandmeetingtheexpressedneedsofthe48WyomingschooldistrictsshouldremainparamountastheUniversityofWyomingmovesforwardwithdevelopingapreeminenteducationdepartment.

UtahStateUniversity

OnMay18,2017,threemembersoftheTEISpecialEducationResearchGroup(RickWoodford,TiffanyDobler,andDawnScarince)visitedUtahStateUniversityinLogan,UT.

TheTEISpecialEducationResearchGroupmembersmetwithDr.TimothySlocum,DarciePeterson,andDr.KarenHagerMartinez.TheUniversitystaffgavegenerouslyoftheirtimeandsharedvaluableinformationgleanedfromyearsofexperiences.UtahStateUniversitywasdifferentfromUniversityofAkroninthatUtahStateUniversityhasdevelopedalongstandingandprolificDepartmentofSpecialEducationandRehabilitation.Accordingtotheirwebsite,“TheSpecialEducationprogramatUSUconsistentlyranksinthetop20educationprogramsbyU.S.NewsandWorldReport.”WhiletheUniversityofAkronfacultywereeagertosharetheirtriumphsandlessonslearnedshapinganewdual-majorspecialeducationprogram,thefacultyatUtahStateUniversityweretantalizedbytheopportunitytohelptheUniversityofWyomingbuildapreeminentundergraduatespecialeducationprogramfromscratch,withouthavingtoretrofitbestpracticesintopre-existingstructures.ThefacultyatUtahStateUniversityofferedtoprovidefurtherconsultationandencouragedadditionalon-sitevisitsastheprojectmovesforward.

UtahStateUniversityoffersawidevarietyofundergraduate,graduate,anddoctoralprogramsintheDepartmentofSpecialEducationandRehabilitation.Undergraduateprogramsincludestandalonespecialeducationmajorsaswellasdualmajorprograms,bothattainablewithin4yearsofenrollment.AtUtahStateUniversity,pre-serviceundergraduatecandidatesselectfromavarietyofundergraduateprogramsusingDegreeMapsreadilyavailableontheUniversity'swebsite(http://catalog.usu.edu/content.php?catoid=12&navoid=3925),whicharesample4-yearplans.Onceastudenthasdeclaredaprogram,thestudentisencouragedtomeetwithanadvisortocreateastudent-specificdegreeplan.UndergraduateDegreeMapsinclude:

• SpecialEducation:Birthto5Emphasis-BA,BS

• SpecialEducation:Birthto5Emphasis/EarlyChildhoodEducationDualMajor-BA,BS

• SpecialEducation:Birthto5Emphasis/ElementaryEducationK-6Dual-BA,BS

• SpecialEducation:Mild/Moderate&Birthto5DualEmphasis-BA,BS

• SpecialEducation:Mild/ModerateEmphasis-BA,BS

• SpecialEducation:Mild/ModerateEmphasis/ElementaryEducationComposite-BA,BS

• SpecialEducation:Mild/ModerateEmphasis/ElementaryEducationK-6-BA,BS

• SpecialEducation:Mild/ModerateEmphasis/SecondaryEducationDual-BA,BS

• SpecialEducation:SevereEmphasis-BA,BS

• SpecialEducation:SevereEmphasis/ElementaryEducationComposite-BA,BS

• SpecialEducation:SevereEmphasis/ElementaryEducationK-6-BA,BS

• SpecialEducation:SevereEmphasis/SecondaryEducationDual-BA,BS

• SpecialEducation:Severe/Birthto5Emphasis-BA,BS

UtahStateUniversityemploysbothMentorsandSiteSupervisorstosupportstudentteachers.BecauseUSUhassuchalong-establishedprogram,manyoftheCooperatingTeachers,MentorsandSiteSupervisorsareformerDepartmentofSpecialEducationandRehabilitationgraduates.Mentorsarefamiliarwiththeprogramandworkwithstudentteachersonrequiredassignments.Theyprovideemotionalsupportandbridgecommunicationbetweenthestudentteacher,cooperatingteacher,andUSUfaculty.SupervisorsreceivespecifictrainingontherequiredevaluationtoolsandproceduresmandatedbytheUniversity.

USUoffers3tracksintheirSpecialEducationMaster’sprogram1)Administrative,2)Transition,and3)BoardCertifiedBehaviorAnalystcourseworkdesignedtopreparecandidatestositfortheNationalBoardCertifiedBehaviorAnalysis(BCBA)exam.AUniversityofWyomingprogramdesignedtoprepareBehaviorAnalysisisoneareaspecificallyidentifiedandrequestedontheNeedsSurveyconductedbytheTEISpecialEducationResearchGroup.TheDepartmentofSpecialEducationandRehabilitationatUtahStateUniversityhashighlydevelopedandwell-utilizedDistanceDegreeandLicensureProgramsformanycoursesofstudy,includingmostoftheirGraduatelevelprograms.FurthercollaborationwithUtahStateUniversityfacultyintheareaofdistanceeducationwouldbebeneficialandapplicabletotheUniversityofWyoming’sinitiativesconsideringtheruralnatureofbothstates.

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4 4 4 2 3 3 \3 Welldone. Bestofthefour.

4 4 3 2 3 3 3

Thenarrativeisclearandunderstandable.

Thisproposalishighlydesirableandneeded.Myquestionagain-isthissomethingthatinnovatesorisitsomethingtheCoEshouldbedoinganyway?

Thisproposaladdressesindicators1,2,3,5,&7.

Itishardtofindcandidatesforspecialeducationpositions.Theundergraduatecertificationisahighneedanddualcertificationwouldbeahugebenefit.

Nicefocusonmentorship,collaboration,anddataanalysis.Theco-teachingmodelissomethingweneedmoreexposuretoandexperiencewith.

ListedAkronUniversitybutdidn'tprovideanyinformation.

Noinformationprovided.

Whileitisaverythoroughbudgetrequest.

Greatinformationintherationalefortheproposal,aswellastheelementsofthefourphasesofimplementation.

Whilethismaybemyfavoriteproposal,Idon'tthinkitwillscoreoutontherubricashighassomeothers,duetomissingpieces.

IneedtolearnmoreabouttheMursionsimulationsystem,howeverI'mimpressedwithwhatIhavereadandliketheideaofsimulatingtheclassroomenvironmentinanonthreateningwaye.g.lowrisk

Iliketheapproachoftheproposals.BenchmarkingUofAkronandUtahStateandlookingtocontinuetherelationshipIfeelisagoodideaparticularlyUtahStatewhofeltstartingfreshwasagreatopportunity.

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howwillmentorsbeidentifiedandqualified.Whatstandardsandcriteriawillwesetformentors.willtheybewithinWyoorexternale.g.UofAkronorUtahState...howiscurriculumspeciale.g.toptierinUSA? 3

appeartobelimitedinabilitytoreachruralarease.g.selectionofcandidateinresidency(willthisbealimited/yearenrolment,thereforeimpact)

appearstobecomprehensiveonliteraturereviews.

Ifeltthisproposalcouldusemoreexternalbenchmarking

Ifeltthisproposaladdressedspecialneeds,readslikeaWyomingsolutionvs.validatewehavetherightapproache.g.moreexternalreviewsofbestpractices

lowrisktoindividuals,I'msuretheywillgetvaluefromtheexperience.Highrisktousbasedonthecostandnumberofcandidateswewillbeabletoaccommodate.Iwouldliketoknowmoreaboutsuccessfulprogramsthatwecanlearnmorefrom,thenproceedwithwhatisbeastforourteachers

Verynicelydevelopedandpresented,relativelyhighcost,ittopnotchexperienceI'msureitwillmovetheneedle

I'mconcernedthattheimpactwillbelimitedbyabilitytomovelargenumbersofcandidatesthrougheachyear

asnoted

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Therecouldhavebeenmoreinthis.LookingattheotherproposalsIknowthereisastatewideneed,butthisproposalprovideslittledocumentation.

Theliteraturepagewassloppy,withextranumbers,andonlyabriefsummary.

Thesummaryofdataforthisdidnotfullyexplaintheprograms.IamawareoftheAkronprogramfromthepreviousproposal,butnotlimitedinformationisgivenwiththisone.Page.13hastwodifferentcoloredfontsaswell.

Unknown Unknown

Thebudgetnarrativecouldhavebetterexplainedthe$1.9milliondollarrequest.Theitemizedpagewasgoodbutaccompanyingnarrativecouldhavefurtherexplainedthis.

Thisproposalseemedhastilyputtogether.Willthisbeanongoingrequestafterthe5years?Whowillbethetargetedmentorsandstudents?Willitonlybeforthepartneringdistricts?Isthereorwilltherebeaplantoexpandtootherparts/districtsinthestate?

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Thisproposalhasthepotentialtomeetseveralofthekeyperformanceindicatorsbutnonewerecheckedwithintheproposaldocument.Itspecificallyaddressescontinuousimprovementprotocolforfieldandclinicalexperiences,developedandimplementedinpartnershipwithschooldistrictpartners.TheproposalalsoalignswithactiveclinicalpartnershipagreementswithWyomingschooldistricts.

ThreeresidencysitesareproposedincludingCheyenne,RivertonandSheridan.Theproposedresidencyprogramswillprovidesustainedchangeinspecialeducationdeliveryinallofthesesites.TomeettheneedsofmoreruralcontextsinWyomingtheremaybetheneedfortheexpansionoftheprojectinyear3toplacequalifiedresidentsindifferentschoolcontexts.Thiswouldbesimilartoaresidencyprogramwithinthemedicalfield.

Minimaldescriptionisprovidedofrelevantempricaldatathathasbeengeneratedtosupportmentorshipandtheresidencymodelofeducation.Thereisanabundanceofcontemporaryliteratureineducationoninductionandtheroleofmentors/mentees.Thereisalsosomerelevantliteratureinthemedicalfieldonhowtofacilitateeffectiveresidencyprograms.Iwouldsuggestthattheauthor(s)morefullyaccessanddecsribethisevidencetowarranttheir3yearprogrammodel.

AkronUniversityisstipulatedasacomparatorexternalprogrambutnodataisprovidedontheirresidencyprogram?

Contextualconstraintanalysisisnotaddressedintheproposal

orisktoTEIstakeholdersisstipulated.

Littlesupportingnarrativeisprovidedforthedetailedline-by-linebudgetproposal.ThebudgetrequesthasbeendevelopedaspartofalargefundingrequestfromtheUSDepartmentofEducation.ThisrequestseemsverylargeinrelationtotheTEIresources.IffundingdoesnotcomethroughfromtheUSDoEthenthisproposalneedstobereworkedsuchthatthepaymentformentorswouldbereducedtobemorealignedwithpaymentforco-operatingteachers.Theschooldistrictswouldalsohavetofindsomematchingfundsforplacementofqualifiedresidentswithintheschools

heideaofanextendedstudentteachingexperiencewithinaresidencyprogramisagoodone.Theproposalasitcurrentlyiswrittenseemsincomplete.Theseoneyearclinical/practicumbasedresidencymodelsofcertificationexistintherestoftheworld.Thesemodelsincludeformalcourseworkattheuniversitysitebutalsodistancemodulesofcourseworkwhileembeddedwithintheresidencyprogram.Iwouldencouragetheauthor(s)tothinkabouthowthisprogramcouldpotentiallycoincidewiththeMasterscertificationprograminspecialeducationthatcurrentlyoperatesatUW.Theauthor(s)needtorevisethebudgetrequirementsshouldthisbetheTEIbetheonlyfundingagencypursued.

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Thissectionoftheproposalisnotcompleted.

TheanalysisofCurrentUWTeacherProgramandPracticefocusesontheneedforaSpecialEducationProgrambutfailstodocumenttheneedforanenhancedresidencymodeltoprepareeffectivenoviceeducators. 3

TheLiteratureReviewcontainserrors,e.g.incompletecitations,anditisunclearhowsomeofthecitationsrelatetoaredesignedresidencymodel. 2

TheevaluationoftheUniversityofAkron(UA)relatedtoanundergraduateSpecialEducationprogramandaduallicensureprogram.IseenoevidencethatUAhasayear-longresidencymodel.

Nocontextualconstraintsareidentified.

Noriskassessmentisprovided.

Whilethebudgetrequestissufficienttoimplementtheprogram,afundingsourceforasignificantportionoftherequestwouldneedtobeidentified.Isuggestrequestingaplanninggrantof$175,000foryearone,whichwouldallowtimetoseekotherexternalsourcesfortheimplementaitonyears.

Theproposalnarrativeisstrong,however,the"SummaryofAnalysisofCurrentUWTeacherProgramandPractice"isconfusingandincludesitemsrelatedtodevelopofanundergraduateprogram,whichisnotthefocusofthisproposal.TheproposalfailstocitetheevidencefromtheTEITownHallMeetingsandStakeholderFeedbackGroupSurveyontheneedforstrongerfieldandclinicalexperiencesforcandidatespriortograduation.

Performanceindicatorswerenotaddressed.

Literaturereviewisverylimited.

Budgetwasnotprovided.

Theproposaldescribesthreephases:developmentandtrainingofmentors,studentteacherexperience,andemploymentofnoviceeducatorsinWyoming.TheproposedyearlongresidencyprogramcouldaddressasevereandseriousshortageofSpecialEducationteachersinWyomingschools.

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Proposaldoesnotindicatewhichperformanceindicatorsarerelevant.

Clearly,thereisstate-wideneedforthis.

Hardtotell.Theproposalonlycitestheliteraturewithverylittleoverallassessmentorreviewofwhatthatliteraturesupports.

ifficulttotell.Isuspectthattherearefew/nocontextualconstraintsbuttheproposalisunclearinthisarea.

Again,difficulttosay.Theproposalisunclearonthisdimension.

Noevaluationgiven.Proposalisunclear(atleasttome)howmuchisbeingrequestedandhowthefundingwillbespent.

Theideadevelopedinthisproposalseemsimportant,butattheenditisdifficulttotellhowtoassessthisproposal.Keyfeaturesaremissingandafullreviewofimporantmaterialseemsincomplete.

Iliketheideaofdevelopingamorerobustspecialeducationprogram,butthisproposalseemsverymuchincomplete(especiallyrelativetotheotherproposalsIhavereviewed).I'mnotsurewhattomakeofthisone.

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Boxeswerenotchecked;baseddecisiononoverallreviewofproposal.

Whilemultiplesourceswereusedthesummarywasweakerthanothers.

2 1 4 3

Whilebudgetisbrokendownthereisnoclearnarrative.

3 3 3 3 3 3 33 3 3 4 3 4 34 4 3 3 3 3 34 4 3 4 3 2 3

4 4 4 3 1

WhenlookingattheproposalIdidnotseeanyoftheboxescheckedfortheconstraints.ReadingthroughtheproposalIcanseehowthesewereaddressed.

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Althoughseveralindicatorsarelisted,itappearsthatonly3wouldbedirectlyaddressed

AlthoughthereisaneedforhighlyqualifiedspecialeducationteachersinWY,thisproposaldoesnotprovideenoughinformationtoassurethisreviewerthattheneedswillbeaddressedorexactlyhowtheywillbeaddressed

Again,thereisnotenoughinformationinthemethodsofhowtheprogramwillbedevelopedtomakeadetermination.

AlthoughAkronwaslisted,theinformationprovidedinthisproposaldidnotclarifyhowthatinformationwouldbeutilized

limitedinformationprovided

noneprovided

Atablewasprovided,butsupportingnarrativewaslimited

Thisprojectisintriguingintheory.Unfortunately,theproposaldoesnotprovideenoughinformationtomakeadetermination.

Thisreviewersuggeststhatthisproposalberesubmittedwithmuchmoredetailtounderstandhowsuchanambitiousprojectwouldunfold.Additionally,thewritingmustbeconsiderablymoreclear.Forexample,whatisanLEA?Althoughthisreviewersearchedmultipletimesintheintroductoryparagraphs,LEAwasnotdefined.Also,arepresentativefromBigHornschooldistrictwaslistedasacollaborator,butCheyenne,Sheridan,andFremontschoolswereidentifiedasconsultantsormentors.Whythisdisparity?Theproposalneedstobemademuchmoreclear.

Performanceindicatorsarelistedintheproposal,buttherearenonechecked.Ifthisproposalmeetsalltheindicators,whichIbelieveitdoes,thereisnonarrative.

Lotsofoutreachtostakeholdergroups.

ThemixedmethodsapproachseemstofocussolelyonWyomingstakeholders.

Thenarrativeisweak. ThestrengthofthisprogramisthatitwilladdressK-12.

Ihavemixedfeelingsaboutthisproposal.ItitisfundedbytheUSDeptofEd.Iwouldfeelmorefavorable.Ijustdidn'tfeelthatthiswasreallythoughtthrough.

InitiativeResearchWorkGroupNameSpecialEducation

Submittedby TiffanyDoblerContactEmail thunt@uwyo.eduContactPhone 307-248-1232SubmissionDate 4-ResearchWorkGroupMemberNamesRickWoodford,Superintendent,Bighorn2

DawnScarince,SpecialEducationDirector,Fremont14

JenniferKrause,ContinuousImprovementSupervisor,WyomingDepartmentofEducation

WendyGauntner,ParentInformationCenterOutreachLiason,WyomingParentInformationCenter(PIC)

MichelleBuchanan,Faculty,UniversityofWyoming,

TiffanyDobler,AcademicProfessionalLecturer,UniversityofWyoming

ProposalforPilotImplementation(pleaseprovidenarrative): TheTEISpecialEducationResearchGroupisproposingthedevelopmentandimplimentationofanundergraduateUniversityofWyomingTeacherResidencyProgram(UWTRP)inspecialeducationtosupportthehumanandprofessionalcapitaldevelopmentneedsofWyomingLEAsinserviceofWyoming'sK-12learners.InresponsetoanopportunitypresentedtotheTEISpecialEducationResearchGroup,weareanticipatingUSDOE(UnitedStatesDepartmentofEducation)grantfundingforthisinititative.InpartnershipwithBanksStreetandtheNNER,theUniversityofWyoming,CollegeofEducationhassubmittedmaterialsforgrantapproval.

BuiltonastrongevidencebaseandaddressingaspecificneedinWyoming,theUWTRPprogramwillfocusonpreparingeducatorsinallareasofSpecialEducationforallgradelevels,K-12.Forthepast16years,theWyomingDepartmentofEducationhasreportedtotheUnitedStatesDepartmentofEducation(USDOE)thatSpecialEducationisateachingshortageareainWyoming.From2017-2018through2020-2021,UWTRPwillexclusivelyincluderesidenciesinhighneedschoolsofpartnerLEAsincludinganelementaryschool,amiddleschool,andahighschooltoreflectthefullrangeofhumancapitalneedsinthestate’sLEAs.AssuringthattheprogramwilladdresstheuniqueneedsofschoolsinWyoming,giventhestate’sexpansivelandmassandsparsepopulation,thepartnerLEAsidentifiedforthepilothaveproximitytoalocalcommunitycollegeinordertoleverageavailabledistancetechnologiesaswellasapopulationof

communitycollegegraduateswithapassionforeducationandalifelongcommitmenttothecommunityandtheregion.

TheUWTRPmodelwillrepresentaredesignofUW’scurrenteducatorundergraduateresidencyprogram.Theproposednewmodelwillbecomprisedofrecruitmentandselection,pre-residencyprofessionaleducatorcourseworkandpracticumexperiences,fullacademicyearresidency,mentorprofessionaldevelopmentandsupport,residentsupport,andinductionandmentoringfornoviceeducators.

Theelementsoftheprogramareorganizedintofourspecificphases,(processdiagramattached),whichinclude:

•RecruitmentandSelectionofCandidatesandMentors

•PhaseOne:

o Pre-ResidentCourseworkandPracticumExperiences

o ResidentMentorTrainingandMentorLeadTraining

o InductionMentorTraining

•PhaseTwo

o ResidencyforFullAcademicYear

o MentorsSupportResidents

o MentorLeadsSupportResidentMentorsandResidents

o UniversitySupportsResidentMentors,MentorLeadsandResidents

•PhaseThree

o NoviceEducatorsAreEmployedinLEAs

o InductionMentorsSupportNoviceEducators

o MentorLeadsSupportMentorsandNoviceEducators

o UniversitySupportsInductionMentors,ResidentMentors,MentorLeads,andNoviceEducators

BasedontheseandtheUSDOEgrantselectioncriteria,UWsoughtandsuccessfullyforgedpartnershipswiththreeWyomingLEAs:LaramieCountySchoolDistrictNo.1(LCSD1),Cheyenne;FremontCountySchoolDistrictNo.25(FCSD25),Riverton;andSheridanCountySchoolDistrictNo.2(SCSD2),Sheridan.TheproposedpilotwillincludeengagementwithdistrictleaderstoleverageeachLEA’shumancapitalmanagementsystemtoidentifyspecialeducationteacherswhohavedemonstratedmeasurableincreasesinstudentacademicachievementandexceptionalteachingpractices.Selectedteacherswillbeprovidedprofessionaldevelopmentspecifictomentoringresidentstudents.Additionally,aleadmentoreducatorwillbeselectedforeachdistrict.Theseindividualswillalsoparticipateinprofessionaldevelopmentspecifictothisrole.

TheResidencyandSelectionPhasewillfocusonseekingandidentifyingpotentialprogramcandidatesandprogrammentors.Inidentifyingadiversefieldofcandidates,theprocesswillfocusonindividualswhodemonstratethefoundationaltalentsanddispositionsthatcanbefosteredanddevelopedtoproduceahighlyeffectiveeducatorthatcansupportK-12studentswithdisabilitiesinlearning,holisticdevelopment,andlifelongsuccess.Asmentionedabove,inidentifyingmentors,theprocesswillfocusonprofessionaleducatorswhohavedemonstratedeffectivenessinpartonproducingmeasurableincreasesink-12studentacademicachievementandwhohaveshowneffectiveteachingpracticeswithstudentswithdisabilities.

InPhaseOne,UniversityofWyomingCollegeofEducationfacultywilldelivertopre-residencycandidatesatargetedcourseworksequencewithembeddedfieldandclinicalexperiencestoprovidepre-residencycandidateswithrobustpreparationinadvanceoftheirprofessionaleducatorresidency.Thisstageofprofessionaleducatordevelopmentwillinclude:coursework,assessmentofpre-residencycandidateknowledgeandskills,andextensivepracticumexperiencesin:learningtheory;teachingmethods/pedagogyspecifictostudentswithdisabilities;curriculumdesign;academiccontent,e.g.,mathematics,Englishlanguagearts,science,socialstudies;assessmentanddataliteracytosupportdifferentiatedinstruction;diagnosingandaddressindividualstudentneeds;assistivetechnology;classroommanagement;specialeducationlawandcommunicationandcollaborationwithcolleagues,parents/familiesandcommunitymembers.

PhaseOnealsowillincludethedevelopmentandtrainingofResidentMentorsandMentorLeads.UniversityofWyomingfacultywillfocusthisprocessonco-teachingmodels;instructionalfacilitationandcoachingskills;peercollaborationonformativeassessmentdataanalysis,lessonplanninganddifferentiatedinstruction;andandragogicskillsandtechniques.

UWTRPPhaseTwowillbecomprisedofafullacademicyear-longstudentteachingresidencysupportedbyspeciallyselectedmentorteacherswhohavecompletedthetargetedprofessionaldevelopmentprovidedinPhaseOne.InPhaseTwo,ResidentswillbesupportedbyResidentMentorsandMentorLeads.UniversityofWyomingFacultywillsupporttheResidents,Resident

MentorsandMentorLeads.Residentsineachschoolwillformacohortandinsodoing,supporteachother’slearningaswell.Allresidentsintheprogram(fromallthreesites)willalsomeettwiceayearattheUniversity.Additionally,InductionMentorswillbeselectedandprovidedprofessionaldevelopmentduringthisphase.

Finally,inPhaseThree,graduateswhohavecompletedPhaseOneandPhaseTwowillbeemployedasNoviceEducatorsinWyomingLEAs.DuringthisPhase,theNoviceEducatorswillreceivedirectinductionandmentoringsupportfromInductionMentorsintheirdistrictwhohavecompletedthedevelopmentprovidedinPhaseTwo.Inaddition,theNoviceEducatorswillcontinuetobesupportedbytheMentorLeadsintheirdistrictandbyUniversityofWyomingFaculty.

Y1 Y2 Y3 Y4 Y5 TotalsMentors in training 12 0 10 0 9 31.00Mentors 0 12 12 22 22 68.00Mentor leads 0 3 3 3 3 12.00Induction Mentor Training 0 0 9 9 9 27.00Other 0 0 0 0 0 0.00

Subtotal 12 15 34 34 43 138.00Pre-residency candidates 12 12 22 22 22 90.00Residency candidates 0 12 12 22 22 68.00Residency graduates with support 0 0 10 10 18 36.80Other 0 0 0 0 0 68.00Other 0 0 0 0 0 0.00

Subtotal 12 24 44 54 62 262.80Mentors in long-term training (coursework) 0 3 3 3 3 12.00Residents in long-term training (coursework) 0 12 12 22 22 68.00Other 0 0 0 0 0 0.00

Subtotal 0 15 15 25 25 80.00TOTAL PARTICIPANTS 24 39 78 88 105 400.80

Y1 Y2 Y3 Y4 Y5 TotalsMentors in training 1,500$ -$ 1,500$ -$ 1,500$ 4,500$ Mentors 5,000$ 5,000$ 5,000$ 5,000$ 5,000$ 25,000$ Mentor leads 7,000$ 7,000$ 7,000$ 7,000$ 7,000$ 35,000$ Other / Induction Mentor Training 1,500$ 1,500$ 4,500$ 4,500$ 4,500$ 16,500$ Other / Induction Mentor Stipend 1,500$ 1,500$ 1,500$ 1,500$ 1,500$ 7,500$

Subtotal 16,500$ 15,000$ 19,500$ 18,000$ 19,500$ 88,500$ Pre-residency candidates 1,250$ 1,250$ 1,250$ 1,250$ 1,250$ 6,250$ Residency candidates 15,000$ 15,000$ 15,000$ 15,000$ 15,000$ 75,000$ Residency graduates in the district 5,000$ 5,000$ 5,000$ 5,000$ 5,000$ 25,000$ Other / Travel for Statewide Convenings 1,500$ 1,500$ 1,500$ 1,500$ 1,500$ 7,500$ Other -$ -$ -$ -$ -$ -$

Subtotal 22,750$ 22,750$ 22,750$ 22,750$ 22,750$ 113,750$ Mentors in long-term training (coursework) 1,500$ 1,500$ 1,500$ 1,500$ 1,500$ 7,500$ Residents in long-term training (coursework) 1,500$ 1,500$ 1,500$ 1,500$ -$ 6,000$ Other -$ -$

Subtotal 3,000$ 3,000$ 3,000$ 3,000$ 1,500$ 13,500$

Y1 Y2 Y3 Y4 Y5 TotalsMentors in training 18,000$ -$ 15,000$ -$ 13,500$ 46,500$ Mentors -$ 60,000$ 60,000$ 110,000$ 110,000$ 340,000$ Mentor leads -$ -$ -$ -$ -$ -$ Mentors in long-term training (coursework) -$ -$ 40,500$ 40,500$ 40,500$ 121,500$ Other -$ -$ -$ -$ -$ -$

Subtotal 18,000$ 60,000$ 115,500$ 150,500$ 164,000$ 508,000$ Pre-residency candidates 15,000$ 15,000$ 27,500$ 27,500$ 27,500$ 112,500$ Residency candidates -$ 180,000$ 180,000$ 330,000$ 330,000$ 1,020,000$ Residency graduates in the district -$ -$ 50,000$ 50,000$ 90,000$ 190,000$ Residents in long-term training (coursework) -$ 18,000$ 18,000$ 33,000$ 33,000$ 102,000$ Other -$ -$ -$ -$ -$ -$

Subtotal 15,000$ 213,000$ 275,500$ 440,500$ 480,500$ 1,424,500$ Mentors in long-term training (coursework) -$ 4,500$ 4,500$ 4,500$ 4,500$ 18,000$

Other -$ -$ -$ -$ -$ -$ Subtotal -$ 4,500$ 4,500$ 4,500$ 4,500$ 18,000$

TOTAL COSTS 33,000$ 277,500$ 395,500$ 595,500$ 649,000$ 1,950,500$

Stipend Values

Human Capital Management Financial Support Participant Numbers by Role and Year

Numbers of Participants

Mentors

Residents

Long Term Training

Mentors

Residents

Long Term Training

Total Dollars

Mentors

Residents

Proposal’sAlignmenttoKeyPerformanceIndicator(s)1(Checkallthatapply.) StatewideperceptionsoftheUniversityofWyomingCollegeofEducation

EnrollmentofWyomingresidentsinUniversityofWyomingCollegeofEducation

Continuousimprovementprotocolsforfieldandclinicalexperiences,developedandimplementedinpartnershipwithschooldistrictpartners

Executed,activeclinicalpartnershipagreementswithWyomingSchoolDistricts

EmploymentofUniversityofWyominggraduatesinWyomingschools

NationalaccreditationfromtheCouncilforAccreditationofEducatorPreparation(CAEP),withnoAreasforImprovementorStipulationsrelatedtoCAEPStandard4:ProgramImpact,Component4.3:SatisfactionofEmployers.

State-of-the-artCollegeofEducationorganizationalstructure,facilities,andtechnologicalcapabilitiesasmeasuredbyfacultyandcandidatecollaborationandinnovation,candidateperceptionsoftheirexperiences,andoperationalefficienciesasmeasuredbyresourcemonitoringandreporting.

$0.00 2017-2018TotalRequest

SubtotalAmount: Purpose:

2018-2019TotalRequest

2019-2020TotalRequest

BudgetNarrativetoSupportFundingRequest:AttachedinBudgetNarrativeTable

LiteratureReview Reviewedandanalyzedrelevantcurrentliteratureonthebestpracticesforpreparingprofessionaleducators

LiteratureCitations:1. Ambrosetti,A.(2014).AreYouReadytoBeaMentor?PreparingTeachersforMentoringPre-

ServiceTeachers.AustralianJournalofTeacherEducation,39(6),30-42

2. Childre,A.L.,&VanRie,G.L.(2015).MentorTeacherTraining:AHybridModeltoPromotePartneringinCandidateDevelopment.RuralSpecialEducationQuarterly,34(1),10-16.

3. Conderman,G.,Johnston-Rodriguez,S.,Hartman,P.,&Kemp,D.(2013b).PreparingPreserviceSecondarySpecialEducators.PreventingSchoolFailure,57(4),196-205.doi:10.1080/1045988X.2012.679326

4. Dorel,T.G.,Kearney,W.S.,&Garza,E.(2016).ReadyfromDayOne?TheRelationshipBetweenLengthofPre-ServiceTeacherFieldResidencyandTeacherEfficacy.CriticalQuestionsinEducation,7(1),38-52.

5. Flores,I.M.(2015).PreserviceTeachersasInvestigativeScienceMentors:AdvancingSelf-EfficacythroughSchool-BasedProfessionalDevelopment.JournalofInstructionalPedagogies,17.

6. Gareis,C.R.,&Grant,L.W.(2014).TheEfficacyofTrainingCooperatingTeachers.TeachingandTeacherEducation,39,77-88.doi:10.1016/j.tate.2013.12.007

7. Hoffman,J.V.,Wetzel,M.M.,&Peterson,K.(2016).ApproximatingLiteracyPracticesinTutorials:WhatisLearnedandWhatMattersforTeacherPreparation.LiteracyResearchandInstruction,55(3),183-208.doi:10.1080/19388071.2015.1128023

8. McDonald,M.A.,Tyson,K.,Brayko,K.,Bowman,M.,Delport,9. J.,&Shimomura,F.(2011).InnovationandImpactinTeacherEducation:Community-Based

OrganizationsasFieldPlacementsforPreserviceTeachers.TeachersCollegeRecord,113(8),1668-1700.

11. Mueller,M.,&Hindin,A.(2011).AnAnalysisoftheFactorsThatInfluencePreserviceElementaryTeachers’DevelopingDispositionsaboutTeachingAllChildren.IssuesinTeacherEducation,20(1),17-34.

12. Yopp,R.H.,Ellis,M.W.,Bonsangue,M.V.,Duarte,T.,&Meza,S.(2014).PilotingaCo-TeachingModelforMathematicsTeacherPreparation:LearningtoTeachTogether.IssuesinTeacherEducation,23(1),91-111.

SummaryofLiteratureReview:Theproposedprogram’sfocusisonmethodsidentifiedtostrengtheneducatoreffectivenessthrough:earlyfieldexperiencestosynchronouslyconnecttheoryandpractice(Condermanetal,2013;Doreletal,2016;Flores,2015;Hoffmanetal,2016;McDonaldetal2011);assurethatfacultyandprofessionaleducatorsareprovidingfocusedmentoringforstudentteachingresidents

(Ambrosetti,2014;Childre&VanRie,2015;Mueller&Hindin,2011;Gareis&Grant(2014);andimplementco-teachingmodelswithmentoreducatorsduringanacademicyear-longresidency(Yopp,etal,2014).

AnalysisofCurrentUWTeacherProgramandPractice Collectedandanalyzedrelevantevidencefromcurrenteducationalpracticeandcurrenteducatorpreparationpractice

1. UWSpecialEducationProgrammingFeedbackSurvey

2. SpecialEducationDirectorFeedbacksoughtfromWASEASpringConference2016

3. AdministratorFeedbacksoughtfromUWECHOinLeadershipSpring2016

4. UniversityofWyomingTrusteesEducationTownHallMeetings

5. CollegeofEducationInternalFeedback

6. EquityGapCorePlanandData

SummaryofAnalysisofCurrentUWTeacherProgramandPractice Wyomingstakeholders(i.e.districtpersonnel,WyomingDepartmentofEducation,

ProfessionalTeachingStandardsBoard,currentandpotentialUWstudents)havemadeitclearthataprogramoptioninspecialeducationiscriticallyneededattheUniversityofWyoming.Asmentionedabove,theWyomingDepartmentofEducationhasreportedtotheUnitedStatesDepartmentofEducation(USDOE)thatSpecialEducationisateachingshortageareainWyoming.Asthesoleuniversityinthestate,ithasbecomeincreasinglyproblematicthatourcurrentsystemprovidesspecialeducationlicensureoptionsforonlygraduatestudents.OnerespondentfromtheUWSpecialEducationProgrammingFeedbackSurveystated:"WeneedMOREundergraduateoptions(i.e.4yearprogramofstudy)forSpecialEducationatUWotherthanaMastersDegree.OurneighboringstatesofferdualmajorswithSPEDandeducationdegreeswithSPEDendorsements.Wehaveashortage,andI'dlovetoreferindividualsinterestedinSPEDtoourhomestateforadegree/endorsement."Anotherrespondentwrote:"IfullysupportUWprovidingateachercertificationprogramforspecialeducation.Atthistime,IhiremoststafffromBlackHillsStateUniversityastheirgraduateshavetheopportunitytobedulycertified."Asaresultofthesecommentsandothers,ourtaskforcehasfocusedseriouslyonthedevelopmentofanundergraduatespecialeducationprogram.Withinthisprogram,wehavefocusedonthestudentteachingaspect,andagain,areproposingtheuseofayearlongresidencytobestprepareourgraduatingstudents.

ProgramsReviewed:

• AkronUniversity

Alternativeeducatorpreparationprograms

NamesandLocationsofAlternativeProgramsstudied:

Internationaleducatorpreparationprograms

NamesandLocationsofInternationalProgramsstudied:

DataAnalysisQuantitativeDataAnalyzed

• UWSpecialEducationProgrammingFeedbackSurvey

• UndergraduateStudentSpecialEducationProgrammingFeedbackSurvey

QualitativeDataAnalyzed

• UniversityofWyomingTrusteesEducationTownHallMeetings

• SpecialEducationDirectorFeedbacksoughtfromWASEASpringConference2016

• AdministratorFeedbacksoughtfromUWECHOinLeadershipSpring2016

• CollegeofEducationInternalFeedback

• UndergraduateStudentSpecialEducationProgrammingFeedbackSurvey

• UWSpecialEducationProgrammingFeedbackSurvey

SummaryofDataFindingsFeedbackfromstakeholdersthroughtoutthestate,attheWyomingDepartmentofEducation,

PTSB(ProfessionalTeachingStandardsBoard)andwithinourlocalschooldistricts,clearlyindicatetheneedforUWtodeveloparobustundergraduatespecialeducationprogram.OfthosedistrictrespondentstotheUWSpecialEducationProgrammingFeedbackSurvey(Superindents,Principals,SpecialEducationDirectors,HRDirectors,Other)77.05%areinsupportofadualprograminspecialeducationandelementaryorsecondaryeducation,82.81%areinsupportofanendorsementprograminspecialeducationattheundergraduatelevel,and65.63%supportthedevelopmentofaspecialeducationmajor.WhenaskedifthedevelopmentoftheaboveprogramswouldmitigatethespecialeducationteachershortageinWyoming,60.94%reportedthatthedualmajorwouldbesuccessfulinsupportingtheseefforts;75%felttheendorsementwouldmitigatethisissue,and67.19%feltthisshortagewouldbegreatlyrectifiedthroughtheofferingofaspecialeducationmajorattheundergraduatelevel.

Atotalof44.26%ofrespondentsontheUWSpecialEducationProgrammingFeedbackSurveythinkafull-yearinternshipwouldbetterpreparespecialeducationundergraduatesthan

wouldatraditionalstudentteachingexperience.Slightlymorethan50%ofrespondents(52.46%)reportthatschoolsacrossthestatewouldbeamenabletoprovidingfull-yearinternshipsforspecialeducationundergraduates.Impressively,91.80%ofrespondentsbelievethatteaching/internshipopportunitiesshouldbeavailableinschooldistrictsthroughoutthestate.Onerespondentstated:"Fullyearinternshipswouldbeverybeneficialtostudents…"Anotherwrote:"Studentswouldobviouslybenefitfromafullyearstudentteachingexperience.Itwouldalsobebeneficialtohavethemstudentteachinseveraldifferentsettingsiftheyweredoingafullyear.Suchasanelementaryplacement,secondary,behaviorclassroom,etc.Itwouldalsobehelpfuliftheycouldatleastvisitsomeoftheotherplacementsinthespectrumofeducationalplacementssotheyknowwhatthey'relike."

Giventhisfeedbackfromlocalschoolpersonnelandstakeholders,itisclearthatayearlongresidencyinanundergraduatespecialeducationprogramwouldgreatlybenefitschooldistrictsandspecialeducationteachercandidates,andadrivetowardthispracticeislargelysupportedbystakeholdersthroughoutthestate.

TEI CC Agenda and Msterials 06 09 2017 - UW · 6/9/2017 · education field, this idea seems novel...

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TEI P5 Progress Report - University of Oxfordprojects.oucs.ox.ac.uk/teiweb/Members/2005-Sofia/Talks/p5report.pdf · TEI P5 Progress Report TEI, a new phase The P5 release of the TEI

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