Revisiting Revisiting Collaboration in Collaboration in

Teacher Education:Teacher Education:A Typology of Dominant Program A Typology of Dominant Program

ModelsModels

Linda Blanton, Florida International UniversityLinda Blanton, Florida International UniversityMarleen Pugach, University of Wisconsin-MilwaukeeMarleen Pugach, University of Wisconsin-Milwaukee

Presented at the 2006 OSEP Project Directors’ Conference, August 1, 2006, Washington, DCPresented at the 2006 OSEP Project Directors’ Conference, August 1, 2006, Washington, DC

Purposes of SessionPurposes of Session

To provide a brief historical overview of To provide a brief historical overview of collaborative efforts in teacher educationcollaborative efforts in teacher education

To provide an overview of conceptualizations To provide an overview of conceptualizations of teacher education and the research base to of teacher education and the research base to support collaborative teacher educationsupport collaborative teacher education

To create common understanding and shared To create common understanding and shared language for discussing dominant models of language for discussing dominant models of collaborative teacher educationcollaborative teacher education

To identify opportunities and threats to To identify opportunities and threats to revisiting collaborative teacher education on revisiting collaborative teacher education on your campusesyour campuses

Historical OverviewHistorical Overview

Earliest collaborative efforts to prepare Earliest collaborative efforts to prepare general education teachers to work with general education teachers to work with students who have disabilities began in students who have disabilities began in 1974 with Deans’ Grants1974 with Deans’ Grants

Shared understanding framed by Shared understanding framed by “clusters of capabilities” created by “clusters of capabilities” created by ReynoldsReynolds

Unidirectional—focused only on what Unidirectional—focused only on what general education teachers needed to general education teachers needed to knowknow

Historical Overview, Historical Overview, continuedcontinued

Absence of larger reform context in general Absence of larger reform context in general teacher educationteacher education

Deans’ Grants ended in 1982, but individual Deans’ Grants ended in 1982, but individual collaborative efforts continued at many IHEs collaborative efforts continued at many IHEs nationwide nationwide

Other IHEs failed to address collaborative Other IHEs failed to address collaborative programs at all, while many who were programs at all, while many who were engaged in some form of collaboration fell engaged in some form of collaboration fell short for a variety of reasons (e.g., the short for a variety of reasons (e.g., the challenging nature of collaboration in higher challenging nature of collaboration in higher education) education)

Why Now?Why Now?

Multiple levers for change are converging Multiple levers for change are converging (NCLB, IDEA, HEA) (NCLB, IDEA, HEA)

External pressure for reform has focused External pressure for reform has focused attention specifically on (a) content attention specifically on (a) content preparation for special education teachers preparation for special education teachers and (b) increased knowledge and skills for and (b) increased knowledge and skills for new general education teachers working new general education teachers working with students with disabilitieswith students with disabilities

Increased expectation for collaboration Increased expectation for collaboration embedded within P-12 settingsembedded within P-12 settings

Why Now? (cont’d)Why Now? (cont’d)

In the absence of collaborative teacher In the absence of collaborative teacher education efforts in many IHEs, some education efforts in many IHEs, some states are mandating specific states are mandating specific collaborative teacher education modelscollaborative teacher education models

Knowledge/research has accrued about Knowledge/research has accrued about collaborative teacher educationcollaborative teacher education

Window of opportunity is open: IHEs Window of opportunity is open: IHEs can take the lead or be controlled by can take the lead or be controlled by external forces at state and national external forces at state and national levelslevels

Research Base in Teacher Research Base in Teacher EducationEducation

“…“…..the logical and normative knowledge ..the logical and normative knowledge base for teacher education is deep and base for teacher education is deep and richly developed, but the empirical richly developed, but the empirical knowledge base is very thin…”knowledge base is very thin…”

Daniel Fallon (2006)Daniel Fallon (2006)

Chair, Education DivisionChair, Education Division

Carnegie Corporation of NYCarnegie Corporation of NY

Research Base from AERA Research Base from AERA Panel, Panel, Studying Teacher Studying Teacher

Education Education (2005)(2005) Impact of content knowledge Impact of content knowledge Importance of alignment of/coherence Importance of alignment of/coherence

between preservice and induction practicesbetween preservice and induction practices Exemplars of case studies of entire teacher Exemplars of case studies of entire teacher

education programs (NCREST, TELT)education programs (NCREST, TELT) Need for detailed definitions of program Need for detailed definitions of program

structure and content, especially for structure and content, especially for alternate route programsalternate route programs

Research Base Related to Research Base Related to Collaborative Teacher Collaborative Teacher

EducationEducation

Similar to general education, the teacher Similar to general education, the teacher education research base in special education research base in special education is maturingeducation is maturing

Many descriptions of collaborative Many descriptions of collaborative programs exist; fewer case studies or programs exist; fewer case studies or outcome researchoutcome research

Preservice teachers expect to work with Preservice teachers expect to work with students who have disabilities and expect students who have disabilities and expect to be prepared to do soto be prepared to do so

Three Dominant Program Three Dominant Program Models: Models:

A Resource for DialogueA Resource for Dialogue Discrete ProgramsDiscrete Programs IntegratedIntegrated ProgramsPrograms Merged ProgramsMerged Programs

Program Models: Program Models: Continuum of CollaborationContinuum of Collaboration

DiscretePrograms

MergedPrograms

IntegratedPrograms

Model 1: Model 1: DiscreteDiscrete ProgramsPrograms

Curricula (courses and field experiences) in Curricula (courses and field experiences) in general and special education have little general and special education have little relationshiprelationship

Service courses (e.g., introduction to special Service courses (e.g., introduction to special education) provided for general education by education) provided for general education by special education special education

Content courses may be provided for special Content courses may be provided for special education by general education education by general education

Minimal expectations for faculty collaborationMinimal expectations for faculty collaboration Separate performance assessments of candidatesSeparate performance assessments of candidates Program graduates are not explicitly prepared to Program graduates are not explicitly prepared to

engage in collaborative performanceengage in collaborative performance

Considerations for Considerations for DiscreteDiscrete Programs Programs

Special and general education teachers may Special and general education teachers may exit programs lacking understanding of exit programs lacking understanding of collaboration in P-12 settingscollaboration in P-12 settings

Special education teachers may exit programs Special education teachers may exit programs lacking substantial content knowledgelacking substantial content knowledge

General education teachers may exit programs General education teachers may exit programs lacking substantial knowledge about working lacking substantial knowledge about working with students with disabilitieswith students with disabilities

Licensure: Assumes separate licenses; may Licensure: Assumes separate licenses; may not be consistent with states’ efforts to change not be consistent with states’ efforts to change licensure to meet expectations of reform licensure to meet expectations of reform context context

Model 2: Model 2: IntegratedIntegrated ProgramsPrograms

Various degrees of intentional and Various degrees of intentional and coordinated curricular (courses and field coordinated curricular (courses and field experiences) overlap/interdependenceexperiences) overlap/interdependence

Evidence of coordinated effort to build in Evidence of coordinated effort to build in content knowledge for all teachers and the content knowledge for all teachers and the knowledge, skills and dispositions needed to knowledge, skills and dispositions needed to work with students with disabilities work with students with disabilities

Some expectation for faculty collaborationSome expectation for faculty collaboration Coordination of performance assessmentsCoordination of performance assessments Program graduates may be prepared to Program graduates may be prepared to

engage in collaborative performance; engage in collaborative performance; graduates experience some reduction in graduates experience some reduction in program dichotomyprogram dichotomy..

Considerations for Considerations for IntegratedIntegrated Programs Programs

Depending on degree of integration, graduates Depending on degree of integration, graduates may exit programs lacking sufficient depth of (a) may exit programs lacking sufficient depth of (a) content knowledge or (b) special education content knowledge or (b) special education knowledgeknowledge

Offering integrated programs in four years may Offering integrated programs in four years may be a challenge; may be a serious issue given be a challenge; may be a serious issue given teacher shortages in special education in most teacher shortages in special education in most statesstates

Requires robust PK-16 partnerships to build Requires robust PK-16 partnerships to build sufficient collaborative/inclusive field placementssufficient collaborative/inclusive field placements

Licensure: Assumes two separate licenses, often Licensure: Assumes two separate licenses, often with one building on the other. Strict categorical with one building on the other. Strict categorical licensure may work against this model. May not licensure may work against this model. May not be consistent with states’ efforts to change be consistent with states’ efforts to change licensure to meet expectations of reform context.licensure to meet expectations of reform context.

Model 3: Merged Model 3: Merged ProgramsPrograms

Single curriculum – complete overlap of courses Single curriculum – complete overlap of courses and field experiences for general and special and field experiences for general and special educationeducation

Complete coordination to build in content Complete coordination to build in content knowledge for all teachers and the knowledge, knowledge for all teachers and the knowledge, skills and dispositions needed to work with skills and dispositions needed to work with students with disabilities.students with disabilities.

Faculty have shared goals and collaborate Faculty have shared goals and collaborate extensively and routinelyextensively and routinely

Complete coordination of performance Complete coordination of performance assessmentsassessments

Program graduates are prepared to perform Program graduates are prepared to perform shared rolesshared roles

Considerations for Merged Considerations for Merged ProgramsPrograms

Graduates may lack sufficient depth of Graduates may lack sufficient depth of knowledge in special education (esp. low knowledge in special education (esp. low incidence) or in knowledge of contentincidence) or in knowledge of content

Offering a merged program in four years can be Offering a merged program in four years can be a major challenge; may be a serious issue given a major challenge; may be a serious issue given the teacher shortages in special education in the teacher shortages in special education in most states most states

Requires robust PK-16 partnerships to build Requires robust PK-16 partnerships to build sufficient collaborative/inclusive field sufficient collaborative/inclusive field placements placements

Licensure:Licensure: Assumes graduates will obtain two Assumes graduates will obtain two licenses or a general education license only. If licenses or a general education license only. If two licenses obtained, challenges exist two licenses obtained, challenges exist regarding how special education license is regarding how special education license is coordinated with a general education license (e. coordinated with a general education license (e. g., problem of K-12 special education license)g., problem of K-12 special education license)

Program Models: Program Models: Continuum of Collaboration Continuum of Collaboration

– What is Acceptable?– What is Acceptable?

DiscretePrograms

MergedPrograms

IntegratedPrograms

Zone ofPotentialProgress

Zone ofAcceptableProgress

Challenges to the FieldChallenges to the Field

Must decide/understand: Must decide/understand: How current arrangements at any given IHE How current arrangements at any given IHE

contribute to lesser or greater program/faculty contribute to lesser or greater program/faculty collaborationcollaboration

The importance of teacher education as an The importance of teacher education as an institution-wide commitment -- strong institution-wide commitment -- strong connections across Colleges/Schoolsconnections across Colleges/Schools

The time/space needed to offer different The time/space needed to offer different teacher education modelsteacher education models

Impact of teacher shortage issues in particular Impact of teacher shortage issues in particular statesstates

Challenges to the Field Challenges to the Field (cont’d)(cont’d)

How P-12, IHE, and state department How P-12, IHE, and state department partnerships impact upon and contribute partnerships impact upon and contribute to teacher education program developmentto teacher education program development

Knowledge/skills needed by educators to Knowledge/skills needed by educators to teach all children, including students with teach all children, including students with disabilities (e.g., INTASC 2001)disabilities (e.g., INTASC 2001)

The linkage of IHE program development The linkage of IHE program development to national and state expectations (e.g., to national and state expectations (e.g., state licensure), accreditation state licensure), accreditation requirements, and professional requirements, and professional organization expectations/requirementsorganization expectations/requirements

Critical Dimensions of Critical Dimensions of Program DevelopmentProgram Development

Extent of program/curricular coherence and Extent of program/curricular coherence and coordination of teacher education program coordination of teacher education program development between general and special development between general and special educationeducation

Relationship between diversity of race, class, Relationship between diversity of race, class, culture, and language and diversity culture, and language and diversity represented by disabilityrepresented by disability

Expectations of professional organizations, Expectations of professional organizations, federal and state expectations, and federal and state expectations, and accreditation bodiesaccreditation bodies

Critical Dimensions of Critical Dimensions of Collaborative Program Collaborative Program Development (cont’d)Development (cont’d)

Degree of collaboration between faculty in Degree of collaboration between faculty in Education and Arts & Sciences Education and Arts & Sciences andand faculty in faculty in general and special educationgeneral and special education

Extent of coordination of performance Extent of coordination of performance assessmentsassessments

Role of partnerships with P-12 schools; extent Role of partnerships with P-12 schools; extent of coordinated field experiencesof coordinated field experiences

Expectations held for program graduates to Expectations held for program graduates to engage in collaborative performance during engage in collaborative performance during preservice and as practicing teacherspreservice and as practicing teachers

Where Are You?Where Are You?

At early stages of collaborative At early stages of collaborative program development?program development?

At developing stages of collaborative At developing stages of collaborative program development?program development?

At advanced stages of collaborative At advanced stages of collaborative program development?program development?

Research Potential in Research Potential in Collaborative Teacher Collaborative Teacher

Education (AERA Panel)Education (AERA Panel) Unpacking “black box” in classes in Unpacking “black box” in classes in

collaborative programscollaborative programs Content of performance assessments Content of performance assessments

related to diversityrelated to diversity Case studies of collaborative programsCase studies of collaborative programs Longitudinal studies of graduates of Longitudinal studies of graduates of

collaborative programscollaborative programs Common measures across collaborative Common measures across collaborative

programs at multiple IHEsprograms at multiple IHEs

Questions for DiscussionQuestions for Discussion What steps need to be taken to move What steps need to be taken to move

collaborative teacher education to another stage collaborative teacher education to another stage of development on your campus?of development on your campus?

How do your teacher preparation programs How do your teacher preparation programs address the content preparation of all preservice address the content preparation of all preservice teachers, including those in special education?teachers, including those in special education?

How do your teacher preparation programs How do your teacher preparation programs address the need for all teachers to develop address the need for all teachers to develop knowledge, skills, and dispositions for working knowledge, skills, and dispositions for working with students with disabilities?with students with disabilities?

What support will it take for Arts & Sciences What support will it take for Arts & Sciences faculty to fully engage in this initiative?faculty to fully engage in this initiative?

What data have you collected/do you plan to What data have you collected/do you plan to collect to determine success or effectiveness of collect to determine success or effectiveness of collaborative teacher preparation on your collaborative teacher preparation on your campus?campus?