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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.
3 2 4 3 2 3
Wellpresentedandunderstandable.
3
Thisproposaladdressesindicators3,4,6,&7
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Providesstrongevidenceoftheneed.TheuseofMursionhelpswiththeburdenoffloodingschoolsinAlbanyCountywithpracticumstudents.
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Thereappearstobeampleopportunityforpre-serviceteacherstoobserve,analysize,andreceivefeedbackthroughtheuseoftheMursionprogram.
4
Thereisextensiveevidenceoftheprogramsuse/successattheUniversityofMississippi,AuburnUniversity,andUniversityofMaine,Orono.
3 4 4
Verythorough! Verythoroughnarrativeinregardstotheproblem,proposal,desiredoutcomes,andimplementationplan.
Thisisaninterestingandinnovativeapproachtoprovidingpre-serviceteacherswithopportunitiestoworkonclassroommanagementskills.Itisanareathatistoughtoteach,andwithoutactualexperienceitistoughtoimprove.TheMursionprogramappearstobeanavenuethatthroughsimulationswouldprovideampleopportunitiesforstudents.
4
interestingproposal
4
utilizationoftechnologyisinterestingandprovideseasyaccesswithlittlerisk 3
Ineedtodomoreresearchonthismyself,wouldliketoknowmoreaboutresults 4
Ibelievethisitstillemergingtechnologybutrelativelybroadbasedasfaraspilotsandtesting
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lostriskapproach,easyaccessutilizationbarrierIexpectwouldbelowforstudentsvs.thefirstexperiencebeingintheclassroom
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Iexpectlowrisktomoststakeholders.Somestudentsmayneedmorehumaninteraction/coaching
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scalableisastrength Iamimpressedwiththisproposal
Needmoreunderstanding/homeworkonmypart,hardformetovisualizehowtheexperiencewillbe;however,I'mimpressedparticularlyforruralareasandthescalablefactor
TEICoordinatingCouncil•2017-01ProposalReviews
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Solutionstorestraintswerenotoutwardlyevident.
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Confidentialitywasmentioned.Also,theabilitytocollectdataseemedtobelessthanoptimal.Whiletherewasshorttimeframetodevelopthepropoasl,Ifeelthatthisneedstobeclearlyarticulatedbeforemovingforward.
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*Proposalusesthewording"provideaccess"throughoutbuthasnomentionofaccountability.Thereisthe$1000incentivealso,yettheinvestmentintothisproposalhasnotguaranteeofusage.Theoverallconceptsoundsgreatbutwithoutaccountabilitymayendupbeingawasteofresources.
TEICoordinatingCouncil•2017-01ProposalReviews
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Thisproposalclearlysatisfiestheindicatorofcontinuousimprovementprotocolsforfieldandclinicalexperiences.Italsosatsfiesstateoftheartcollegeofeducationtechnologicalcapabilitiesasmeasuredbyfacultyandcandidatecolaborationandinnovation.Theotherindicatorsmaybesatisfiedwithamoreovertevaluationprotocol.
2
Theauthor(s)suggestthattheopportunitiesforearlypracticumexperiencesarelimitedatUWduetotheoverburdenofnumberofcandidateshavingtoutilizeAlbanyCountySchoolDistrict#1.Thesesimulationopportunitiesmayprovideaneffectivetooltoaugmenttheseearlypracticumexperiencesinboththeundergraduateandleadershipprograms.ItisunclearfromtheproposalhowMursionwillbeusedacrossmultiplesitesinWyomingwithasimulationspecialist.Howthissimulationwillbeimplementedacrossthestateneedstobeclarifiedmoreclearly.
2
Theauthor(s)providesomebackgroundempiricalevidenceonhowtechnologyapplicationshavebeenusedtoincreaseclassroommanagementskills.TheevidencefortheteachLIVEprogramissomewhatlimitedwithtwograntreportsbeingthesumtotalofevidencespecificforthistechnologyapplication.Iwouldhighlyencourageanempiricalevaluationprotcoltobemorefirmlyembeddedwithinthethreeyearpilotproject.
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Theauthor(s)contactedthreeinstitutionsofhighereducationintheUSregardingtheirperceptionsoftheMursionsystem.Questionpromptsrelatedtohowlongtheyhaveusedtheprogram,howitisutilizedandbenefitsanddrawbacksofthesystem.Thesystemwasgenerallyusedintheearlypartsoftheundergraduatepreparationprograminaslowrolloutsituationwithonemaincoordinator.UndergraduatesseemgenerallytobeattractedbytheuseoftheinnovationandeducatorsreportedthatMursionsupportwasverygood.Thechallengeseemstobethehiringofthesimulationspecialiststhatarerequiredwithineachsimulation.
2
Proposalidentifiesthelossoffaculty/candidateconfidentialitywhileparticipatinginthesimulationlab.Nosolutionsareproposed.
3
ThelackofinclusionofanevaluationprotocolislistedasarisktotheTEI.
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ThebudgetnarrativeprovidesathoughtfulrequestforpilotimplementationwhichisstaggeredbaseduponinitialsetupandpurchaseoftheMursionsystem.Myconcernwiththebudgetistheuserstipendwhichincludesninefacultyat$1000peryear.Thereisnorationaleprovidedastohow9facultywereselectedandhowtheyfitintothethreeareasofeducationalleadership,undergraduateteacherpreparationandschooldistricts.Somerationaleneedstobeprovidedforthisfacultyinvolvement.
ThisisaproposalthathassomeworthinrelationtotheTEIindicators.Theuseoftechnologyadvancestoaugmentpracticallearningexperiencesforearlyyearundergraduateshasmerit.Mymainconcernwiththisproposalisitslackofformalevaluationprotocolintermsofitseffectonteacherlearning.Theauthor(s)needtorevisitthissectiontoprovidehowresearchquestionswillbeposedandempiricaldatacollectedrelatedtothisgoal.Theauthor(s)alsoneedtoprovidemoreinformationonthefacultywhowillbeinvolvedinthispilotprojectandhowthissimulationsystemwillbeutlizedacrossdifferentschooldistrictsinthestate.
Isuggestthatthisproposalmovesforwardwiththeaforementionedrevisions.
4
Theproposaldirectlyaddressesfourkeyperformanceindicators.AsevidencedbythefeedbackfromtheTEITownHallMeetingsandtheresultsfromtheTEIStakeholderGroupBaselineSurvey,aneedhasbeenarticulatedtoprovidecandidateswithmoreextensivefieldandclinicalexperiencespriortostudentteaching.Thisproposalwoulddirectlyaddressthatneed.
4
TheproposalcitesfeedbackfromPrincipalSurveysandtheevidencefromtheTEITownHallMeetings.
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TheLiteratureReviewsupportingtheproposalshowsastrongevidencebasefortheintervention.
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Theproposalprovidesdetailedevidenceofthetechnology'suseattheUniversityofMississipppi,AuburnUniversity,andtheUniversityofMaineatOrono.Further,theproposaldocumentstheuseofthetechnologyin65educatorpreparationprogramsandschoolsystems.
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Theproposalidentifiesconstraintsandoffersproposedstrategiestoreducetheeffectoftheidentifiedconstraints.Theproposalfailstoidentifyastrategytoamleioratethelossofcandidateconfidentiality.
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TheproposalidentifiesrisksthatcanbeaddressedthroughdevelopmentofanevaluationsystemandthroughoutreachtoWyomingP-12SchoolDistricts.
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Thebudgetrequestappearstobesufficienttoimplement,monitor,andmeasurearobustpilot.ThesolequestionIhaverelatestotheneedforafacultystipendof$1,000peryear.Idon'tunderstandthejustificationforthisrequest.
TheproposalnarrativeisdetailedandprovidesgoodinformationontheproposedtechnologyandhowitwouldbeusedinUWCOEprograms.
Theproposaldirectlyaddressesawell-documentedneedfortheUWCOEprograms.ThesoleconcernIhaveistheproposaltoprovidefacultya$1,000annualstipendasanincentivetousethesystem.
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4 4 2
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.
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Theliteraturereviewisextensiveandincludesrelevantsourcesthatsupporttheneedforclassroommanagementdevelopmentskillsandhighlightthepotentialuseoftechnologytoaidethisareaofdevelopment.
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Providesinformationrelatedtootherprogramsutilizingtechnologyinthesamemanner
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Providessolutionstocontextualconstraints-addressesneedtokeeptechnologyupdatedandaccessible.Maybelimitsinthestatetoaccess.
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Thereislittleriskinvolved-onlyapotentialforstrongerpartnershipsandstrongergrowthindevelopingclassroommanagementskills.
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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.
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TheneedforthistypeofclinicalsimulationexistsinWyoming,butalsoextendsbeyondtheCoEandtheStateofWyoming.SignificantpotentialexistsforthistypeofsimulationtobescaledupwithintheCoEandwithotherprograms.
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Thereissignificantevidencetobefoundregardingthevalueofsimulationfortheeducationprofession.ThisproposalprovidestheCoEwiththeopportunitytoextendthesimulationtoteachingcandidatespriortostudentteaching.
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Theprogram,anditsuseinthepreparationofteachersappearstoberelativelynew,soIbelievethisportionoftheproposalwaschallenging,althoughitdemonstratedtheemergingnatureofthisplatform.
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Issuesareidentifiedandsolutionsproposed.IdobelievethatdevelopingpartnershipswithWyomingSchooldistrictstocreatescenariosiscritical.
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Whiletheconfidentialityissueisunderstandable,itiscertainlyminimalfrommyperspective.Teachinginourdistrictispublicandfeedbackfrompeersoccursregularly.IfWyomingschooldistrictsareincludedinthepilotofthisprogramfrominception,Ibelievetheriskwillbelowinregardsto
4
Budgetrequestandnarrativeareclear.
IbelievethisaddressesasignificantneedintheCoE.IfdonewiththecollaborationofWyomingschooldistricts,ithasthepotentialtonotonlymeetthekeyperformanceindicatorsnotedintheproposal,buttoestablishactiveclinicalpartnershipswithWyomingSchoolDistrictsinawaythataddressesthetimeanddistanceobstaclesuniquetocollaborationinWyoming.
3 3 3 3 3 2 3
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.
2 3 2
AllexamplesarenotsimilarinlocationorculturetoWyoming.WouldhavelikedtoseesomeexamplesfromtheWesternStates.Also,theyallseemedtobenewtotheprogramandnotenoughlongtermresultsgiven.
2 3
Thecostsdonotseemoutrageous.Soitcouldbeworthtestingwithasmallgroup.
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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
2
Althoughtheresearchersargueformoreconnectiontoindicators,itappearsthatthisstudywouldspecificallyrelateto#3and#7.Inthisreviewersopinion,#3isofcrucialimportance. 3
Theauthorsprovideaconvincingargumentforneed-specificallyconsideringlimitedplacementsinLaramieandCheyenneforearlyfieldteachingexperiences.
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Evidencesupportstheinclusionoftechnologyinearlyfieldteachingexperiences-eventhoughitwasdifficult(impossible)toidentifywhichstudiesspecificallyusedthisprogram.
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Threeprogramswereincludedinthereview.
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Themostapparentcontextualconstraintispersonneltomanagethesystemandfacultytoimplementthesystem.Theseconstraintshavebeenconsidered.
3
Theminimalriskshavebeenaddressed
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Thespecificbudgetneedsforthreeyearshavebeenaddressed.
Althoughinitiallyskepticalwhenreadingthisproposal,theauthorsprovidedasolidargumentforhowthissystemcouldenhancetheCoEprogram.
Thisisaworthwhileproposalthatneedstobeconsideredasrelevanttotheproject.
3 3 3 2 2 3 3
4 4 4 4 4 4 4
TheamountofworkthatwentintothisproposalisintenseandIfeelitmeetstheneedsofallWyomingstakeholders.
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Asstatedintheproposal,thisaddresses4KeyPerformanceIndicators.However,Ibelievethatthestrongestconnectionswiththeseindicatorsarenumbers3and7.
3
Whilethisproposaldoesprovideevidenceofneed,asreportedthroughseveraltownhallsandinterviewswith55principals,Ididnotgetastrongindicationofthecommunities/regionsthatarerepresentedinthestudy.Iwouldhavelikedabitmoredetailabouthowtheydeterminedwhotosurveyandwhere.
3 4
Theproposal'sevidencegatheredthroughevaluationinclude4universities,allwithinruralareasandrepresentingdifferentregionsintheUnitedStates.EachuniversityprovideuniqueandvaluableevaluationoftheiruseofMursionintheirrespectiveCollegeofEducation. 2
Theproposalonlyprovidesoneconstrains,withnoproposalforasolution.
3
Theproposallists3contextualconstraints.Twooftheseconstraintscontainsverybriefskeletalsolutions.Unfortunately,thissectiondidshowthelimitedamountoftimeteammembershadtoassesspotentialinvolvementandcommitmentfromschooldistrictsthroughoutthestate.
3
Thisisanexcellentandthoroughbudget.But,giventheriskthattheuniversitymaynotreceivecommitmentfromschooldistrictsinWyoming,abudgetlinetovisitdistrictsandassesstheirneedmightbeuseful.
Theproposalnarrativewasconciseandaddressedallcomponentsoftheproposal.TheDescriptionofInterventionprovideabroadscopeoftheproject,butIdidnottrulyunderstandthepurposeofMursionintheuniversitysettinganduntilIhadreadtheentireproposal.Moredescriptionoftheproductwouldhavebeenhelpful.
IthinkthattheMursiontechnologyandmethodisaveryvaluableprograminhelpingCollegeofEducationstudentsinbothundergraduateandgraduatelevelclasseslearntheverynecessaryskillsofclassroommanagement,aswellascommunicationwithcolleaguesandparents.Iwouldhavelikeamoredescriptionofwhatasimulationmightlooklike.AfterresearchingthisonlineIhaveamuchbetterunderstandingofhowuniversitystudentsactuallydoteachaclassanddealwithveryrealclassroomissues.
51 TOTAL 50 TOTAL 51 TOTAL 53 TOTAL 46 TOTAL 50 TOTAL 49 TOTAL GRANDTOTAL 3503.19 MEAN 3.13 MEAN 3.19 MEAN 3.31 MEAN 2.88 MEAN 3.13 MEAN 3.06 MEAN
ResearchWorkGroupProposalForm
PleaseemailcompletedformtoTEIExecutiveDirectoruponcompletion.Version2.0:February22,2017
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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
PleaseemailcompletedformtoTEIExecutiveDirectoruponcompletion.Version2.0:February22,2017
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InitiativeResearchWorkGroupNameCollegeofEducation
Submittedby DavidYanoski(onbehalfoftheCOERWG)ContactEmail [email protected] 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
PleaseemailcompletedformtoTEIExecutiveDirectoruponcompletion.Version2.0:February22,2017
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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.
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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.
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☒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:$13,000 Purpose:Accesstosimulationsystemhours
SubtotalAmount:$4,000 Purpose:Customscenariodevelopment
SubtotalAmount:$2,000 Purpose:Equipmentupgrades
SubtotalAmount:$2,000 Purpose:SchoolDistrictpartnermeetings
SubtotalAmount:$6550 Purpose:SystemManager
SubtotalAmount:$9000 Purpose:UserStipend
2019-2020TotalRequest$36,550
SubtotalAmount:$15,000 Purpose:Accesstosimulationsystemhours
SubtotalAmount:$4,000 Purpose:Customscenariodevelopment
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SubtotalAmount:$2,000 Purpose:SchoolDistrictpartnermeetings
SubtotalAmount:$6550 Purpose:SystemManager
SubtotalAmount:$9000 Purpose:UserStipend
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.
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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.
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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
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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
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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
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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
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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.
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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
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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.
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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.
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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.
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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!
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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.)
TEICoordinatingCouncil•2017-02ProposalReviews
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3 3 2 2 2 3 3
Thenarrativeisveryunderstandable.
TheTEIisintendedtoprovideinnovationintheeducationsystem.ThisproposalismoreofsomethingthatshouldbetheresponsibilityoftheCollegeofEdratherthanincludedintheTEI.Idonotbelievethatthisproposalinnovates.
3
Thereareconnectionstoitems1,3,6,&7
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Thereisastatedneedforprogramcoherenceandtheneedforworkwithcurriculummappingandalignment.Aswellasverticalandhorizontalarticulation.
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ThesummaryofdatafindingsdiscussedprocessandpotentialbenefitsandalludedtoAkronUniversitiesprocesses.
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CollaborationbetweenandreviewofbothGeneralEducationandSpecialEducationprograms.
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Challengesfacultyindependence.Thismaybeagoodthinginthatitmightencouragemoreinterdependence.
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Straightforwardbudget.Theremaybeanerrorinthetotalbudgetof$25,500asitdoesn'tappeartoincludethefacilitatorprepof$1,000inyearone.Iwonderifthereneedstobemoreinformationprovidedforyeartwo.Suchashowmanyparticipantswillsplitthe$10,000?
Verythoroughreviewoftheliterature,analysisofthecurrentprogramatUW,theneedforprogramcoherenceandalignment,andtheanalysisofstakeholderfeedback.
IbelieveworksuchasthisisneededtokeeptheCollegeofEducationrelevantinwhatprogrammingisofferedtostudents,sotheyarewellpreparedtoenterschoolstodotheirpracticumandresidencyexperiences.
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Wouldliketoseeexternalresourcesintheworkshop
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inferencethatbetterintegration/alignmentisbetterfortheprogramandthestate.Iwouldliketoseemoreonresultse.g.educatoreffectiveness/graduatesthenlookatalignment...
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extensive
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againresultsthenalignmentwouldbemyrecommendationwithoutanassessmentofresultsnotsureifalignmentisontherightinitiatives
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clearlyaddressesconcernsbutaretheyjustinternal
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Riskdependsontheoutcomearewegettingtherightoutcome,thenalignanddeliverevenstronger.Doweneedtoadjusttheoutcome,thenredirectionmightbeneededthenalign
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goodsummaryofcosts,recommendaddingevaluationfirstthenanexternalresourcee.g.UofAkrontomonitorandprovidesomeperspective
welldone,appearstoointernallyfocusedgiventhegravityofourcurrentsituation
asnoted
4 4 3 2 2 3
Unknown Outcomesseemvague:*#1Reviewandalign-How?Withwhatprocess?Program?*#3Whatkindofspecialeducationcurriculum?Towhatextent?Thenext3proposalseemstoplayintothisone.*IsJanuarytheoptimaltimeforthistohappen?Whyspecificallythistarget?*Page5:"Toattractabroadcross-sectionofourfaculty…"-Whyisthisnotatargetedefforttoensurecross®ionalrepresentation?
Thisseemslikeagreatideaandobviouslyuseful/neededtoconductacurriculumandprogramreview,justseemsbroadintheprocessareaandintermsofwhowillbepresent.
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ThisproposalmeetsthekeyperformanceindicatorofmainatiningnationalaccreditationfromCAEP.Itmayalsocontributetocontinuousimprovementprotocolsforfieldandclinicalexperiences.
1
NoovertdocumentationwasprovidedonhowthiscurrcularrevisionprogramwoulddirectlyinfluencethemultipleregionsinWyoming.
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Theauthor(s)providesomebackgroundliteratureonthevalueofongoingcurriculumanalysisinmaintainingteacherprogramstandardsandaccreditationrequirements.Arationaleisalsoprovidedfortheinclusionofspecialeducationlearningoutcomeswithinthegeneraleducationprogramrequirements.
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Theauthor(s)hadanon-sitevisittoAkronUniversityinOhio.Anecdotalevidenceprovidedsomeindicationoftheprocessofcurriculumreviewandhowitre-shapedtheinfusionofspecialeducationlearningobjectiveswithinasymbioticcurriculum.
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ocontextualconstraintswereidentified.Althoughunlikely,theremaybeathreattonationalaccreditation.ItisimportrantthatamemberofthereviewteamisanexpertinCAEPassessmentsuchthatanychangestothecurriculumcoincidewiththeseaccreditationrequirements.
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Theriskidentifiedwastofacultyindependenceofcurrentcourseofferings.
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Theproposedbudgetincludesafacultystipendsfor25facultytoattendthecurriculumretreatinJanuary2018andFall2018.Rationaleforthisstipendiswarrantedduetotheretreattakingplaceoutsideofregularsemestertime.
AnecdotalstudentandfacultysurveyshavehighlightedthepotentialneedforverticalandhorizontalcurriculumanalysisoftheUWteacherpreparationprogram.Therewasalsoconcernthatgraduatesoftheprogramwereill-preparedtoteachandassesstheneedsofstudentswithspecialneedswithinintegratedclassroomsettings.Theproposalhasmerit.
Iamsupportiveofthisproposalbuthaveconcernsregardingwhowillfacilitatethiscurriculumreviewprocess.AfacilitatorfromCAEP,orwhohasextensiveknowledgeofCAEPassessmentneedstobepaidandusedinthisprocesstomaintainthedevelopmentofanalignedandaccreditedprogram.Thereviewprocesscouldalsobestaggerredacrossmultipleretreatswithdifferentstakeholdersinvolved.IwouldsuggestaninitialfacilitatedretreatwithrepresentativesfromtheElementaryandSpecialeducationprogramtodiscusssomeofthemainideasofacurricularframeworkandcurrentCAEPassessmenttools.Thisgroupneedtocomeupwithaworkingplanthatprovidesabroadframeworkforhorizontalandverticalrevisionwhichisthenbroughttothefacultyasawhole.Thesecondretreatshouldincludeall25facultywhocanmoveintoworkinggroupstoaligncontentwithinthisframework.
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Theproposalstatesthatitaddressesthreekeyperformanceindicators,althoughitisnotclearhowitaddressescontinuousimprovementprotocolsforfieldandclinicalexperiencesdesignedinpartnershipwithschooldistricts,astheproposedcurriculumreviewprocessdoesnotincludeexternalstakeholders.
4
Thedocumentationofsurveyresultsofstudentteachers,mentorteachers,andfacultyprovidedsufficientevidenceoftheneedforcurriculumreview.
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TheliteraturecitedstronglysupportstheneedforcurriculumreviewtoassurethatcandidatesarepreparedforthecurrentrealitiesofP-12classrooms.
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Theproposalreflectsthereviewofonlyoneprogram,anddoesnotcorrectlycitethenameoftheuniversity.Itislistedas"AkronUniversity"insteadoftheUniversityofAkron.Whiletechnicalinitsshortcoming,thiserrorsuggeststhatthisResearchWorkGroupdidnotdeeplyengagewiththeexternalprogram.
1
Theprooposaldoesnotidentifyanycontextualconstraints.
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Thisproposalidentifies"facuiltyinidependence"asariskfactor,when,infact,thehighdegreeoffacultyautonomyiswhathasledtheElementaryEducationcurriculumtobeinneedofsubstantialupdatingandimprovement.
1
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.
4 3
Tome,thisproposalisaboutpayingteacherstoattendaretreattoreviewcurriculum.Onethousanddollarsperteacherisnotverymuch.Ithinktheproposalfitsthegeneralguidelines,butdoesnotseemlikeaprofoundcontribution.
Asstatedabove,Ithinkcurriculumreviewisveryimportant.However,inatypicalacademicunitfacultydothisaspartofastandardassessmentprocess.Here,facultyarenotpaidtodothisworkortoattendtheretreat.Iliketheidea,butI'mnotsureit'sagreatuseoflimitedresources.
23 TOTAL 23 TOTAL 25 TOTAL 17 TOTAL 17 TOTAL 24 TOTAL 21 TOTAL GRANDTOTAL 1502.88 MEAN 2.88 MEAN 3.13 MEAN 2.13 MEAN 2.13 MEAN 3.43 MEAN 2.63 MEAN
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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
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ThiscurricularreviewandalignmentiscrucialtonoviceteachershiredanywhereinWyoming 3
Curricularalignmentforaccreditationiscrucial
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Onlyoneprogramwascited,butthisisacceptable. 3
Utilizingbetweensemestertimetoworkonthisprojectsolvesthe'time'problem
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limitedrisk-mostlytoterritorialegos
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fundingrequestsseemreasonable
Theproposalwasclear. Thisworkisessentialtoaqualityprogram.
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WithrespecttoPerformanceIndicatorsperceptionsfromtheWindRiverreservationshareanawarenessofUWYOandtheirEducationprogram,thisbasedonthefactthatgreaternumbersofqualifiedinstructorsareneeded.TheunfortunatepiecehereisthatcommunitymembersarenotenrollingatUWYO.Fieldexperiences(educational)ontheWindRiverreservation(localLEA's)bystudentsfromUWYOwillgreatlyimproverelationshipsandmayverywellyieldanewcadreofhighschoolgraduatestoseriouslyconsidereducationasafieldofstudy.Moreimportantly,itwillserveasanimpetustogive
3
TheWindRiverreservationlocatedincentralWyominghasahistorythatexceedsWyoming'sstatehoodalongwithtwoSovereigntribes,theEasternShoshoneandtheNorthernArapaho.AfterreadingthestateconstitutionandseverallocalsocialstudiesandhistorytextsusedbyseveralFremontCountyschooldistrictsitbecomesveryapparentthatNativeAmericanhistoryfromthebeginninguptomoderntimesisextremelynegligible,whichspeakstoapoliticalandsocialmarginalizationofWyoming'sfirstpeople.TheInitiativeResearchPlan,callsfor"program
TheStrategicPlan2016-2020,page1thru69doesn'thavecopyofliteraturereview..
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Thelistof"educatorpreparationprograms"isveryinclusiveoftheneedsofWyomingschoolsandourstudents.
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SectionSixarticulatesthe"Strengths,Weaknesses,Opportunities,Threats(SWOT)intheproposalverywell.
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Riskassessmentintheproposalbymentionof"Identifypolicyandotherbarrierstosuccessfulimplementation."Whatmustbeconsideredarenuisancevariablesandmoreimportantly,theunknownvariables.Thesemaysurfaceduringimplementationbutcanbeaddressed.
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Budgetseemsappropriate.5million/fiveyears.
Narrativewasdirect,inclusiveandcomprehensive.Asmentioned,Idobelievethatfurtheranalysis/researchisneeded.TheMissionstatement,"thesehighlyskilledProfessionalEducatorswillenrichtheeducation....thesehighschoolgraduateswilldriveWyoming'sculturalandeconomicengineintothefuture."Theproposalnarrativeaddressescultureinaminimalfashionbutthereisroomtoimprove.
TheTEICollegeGoalsandProgramGoalsaretrulyuniqueandobtainableandwillgreatlybenefitWyomingstudents.
3
Theproposaladdressesnumber3asitwillprovidecontinuousimprovement;number6andnumber7wouldbestrengthenedbythisactvity.
4
Ithasbeenadecadesincetheprogramhasbeenreviewed.Iamastrongbelieverincreatingscopeandsequence.
4
Strongevidenceprovided.
4 2
Hopefullyinvolvingeducatorsinthisreviewwillgivethemownershipandlessterritorial.
3
Seepreviouscomment.
4
Thenarrativedescribestheneedandaprocesstoaccomplishthetask.
Researchsupportsverticalandhorizontalarticulation.Anobrainer.
36 TOTAL 31 TOTAL 32 TOTAL 32 TOTAL 33 TOTAL 32 TOTAL 33 TOTAL GRANDTOTAL 2293.00 MEAN 2.82 MEAN 3.20 MEAN 2.91 MEAN 3.00 MEAN 2.91 MEAN 3.00 MEAN
ResearchWorkGroupProposalForm
PleaseemailcompletedformtoTEIExecutiveDirectoruponcompletion.Version2.0:February22,2017
1
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:2017-02
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InitiativeResearchWorkGroupNameElementaryEducationwithsupportfromSpecialEducation
Submittedby DavidYanoski(onbehalfoftheElEdandSpEdRWGs)ContactEmail [email protected] 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
PleaseemailcompletedformtoTEIExecutiveDirectoruponcompletion.Version2.0:February22,2017
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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.
DescriptionofIntervention:
Thefacultyretreatwillbeplannedfor4daysinJanuary2018duringtheUniversity’swinter
holiday.Meetingspacewillbearrangedoncampus.Theretreatwillbefacilitatedbyafaculty
representativeoradministrator.Incarryingoutthiswork,weanticipatedevoting1.5to2daystoreviewing
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existingprogramstandardsandaligningourprogramwithcurrentaccreditationrequirements.We
anticipatededicating2to2.5daystoreviewingourexistingcurriculumandprogramstructureandengaging
inhorizontalandverticalalignmentofourprogramandintegratingspecialeducationcontent.
Inyear2,theElEdRWGproposesthatasmallerfacultycommittee,composedofrepresentatives
fromtheelementaryeducationandspecialeducationdepartmentmeettoreviewtoworkdoneatthe
facultyretreatandtorecommendnextstepsforcurriculummodificationfollowingestablishedUniversity
processes.
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.
FundingRequesttoSupportPilotImplementation(byAcademicYear)
2017-2018TotalRequest:$25,500
SubtotalAmount:25,000 Purpose:FacultyStipends(25x$1,000)
SubtotalAmount:500Purpose:Materials
SubtotalAmount:1000 Purpose:Facilitatorpreptime
1ListcompleteasofFebruary2017.ResearchWorkGroupswillintroduceadditionalKeyPerformanceIndicatorsforGoverningBoardreviewandaction.
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2018-2019TotalRequest:$10,000
SubtotalAmount:10,000 Purpose:FacultyStipends
BudgetNarrativetoSupportFundingRequest:Year1FacultyStipends:Theprogramreviewandcurriculumalignmentworkproposedhereistobecarriedout
duringJanuary2018duringtheUniversity’swinterholiday.Thisisavacationperiodforfacultymembers
anditisreasonableforfacultymemberstobecompensatedforgivingupvacationtimetoengageinthis
work.Wearehopingtoattractwidefacultyparticipation.Inordertoattractabroadcross-sectionofour
faculty,wewouldliketoofferstipendsthatfacultywillrecognizeasappropriatecompensationfortheir
time.
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.
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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
PleaseemailcompletedformtoTEIExecutiveDirectoruponcompletion.Version2.0:February22,2017
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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.
SummaryofLiteratureReview:
Thereisaconsiderablebodyofliteraturewhichindicatesthatprogramreviewand
curriculumalignmentiscrucialinmaintainingasharedprogrammaticvisionandacoherent
organizationalstructureinteacherpreparationprograms.Theliteraturesuggeststhatsuccessful
teacherpreparationprogramsareintegrated,coherentprogramswithstronglinksamongcourses
andacrossbetweenclinicalexperiencesandformalcoursework.Theselinksarestrengthened
throughperiodicprogramreviewsandfocusedcurriculumalignment.
Theliteraturesupportsaprocessofcontinualrenewalforteacherpreparationprograms.
Programsandcurriculumneedtobeperiodicallyrevisitedtocorrectdeviationsfromapproved
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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.
AnalysisofCurrentUWTeacherProgramandPractice
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Collectedandanalyzedrelevantevidencefromcurrenteducationalpracticeandcurrenteducatorpreparationpractice
EvidenceCollectedandAnalyzed
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.
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StudentTeacherSurvey:Severalstudentteachersspecificallymentionedtheneedforbetter
preparationforworkingwithspecialeducationstudents.Severalstudentsmentionedthatclasses,
(especiallytheseminars)needtobettermonitoredforcontent,andthattheseclassesdonotseem
tomatchthecoursedescription.
EvaluationofRegionalandLeadingTeacherPrepPrograms(Checkallthatapply.)
EmployedamixedmethodsapproachtoevaluatequantitativeandqualitativedatafromeducatorpreparationprogramsacrosstheUnitedStates
ProgramsReviewed:
TraditionaleducatorpreparationprogramsinpublicandprivateuniversitiesacrosstheUnitedStatesNamesandLocationsofTraditionalProgramsstudied:
• 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
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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).
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ContextualConstraintstoImplementationIdentified IdentifiedPotentialRisktoResearchSubjects
Releaseofproprietaryinformation Lossoffacultyorcandidateconfidentiality Lossofnationalaccreditationorprogramrecognition Lossofstateapprovalorrecognition Other(Pleasedescribe.)
IdentifiedPotentialRisktoTrusteesEducationInitiative
InsufficientDataforCollegeandProgramContinuousImprovementPurposes InsufficientAccesstoStudentSuccessDataofP-12StudentsTaughtbyCollege
ofEducationCompletersfor InsufficientCommitmenttoCollaborationfromWyomingP-12SchoolDistricts Other(Pleasedescribe.)
Thisproposalisaskingforareviewofcurrentlyofferedcurriculum.Asaresult,thereisathreattofacultyindependenceandcurrentcoursedesigns.Inaddition,theproposalcallsfortheintegrationofspecialeducationcontent,whichnecessarilychangescurrentofferings.
TEICoordinatingCouncil•2017-03ProposalReviews
6/8/17
Alignm
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CommentsonPerformanceIndicators
Documen
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CommentsDocumentationofNeed
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CommentsLitReview
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Comments:LdgProgra
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CommentsContext
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CommentsRiskAssmnt Fund
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CommentsFunding CommentsNarrative SummaryComments
3 4 3 3 1 0
Unknown
1
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.
TEICoordinatingCouncil•2017-03ProposalReviews
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3
TheproposalistodevelopadualmajoroptioninSpecialeducationaddressestheindicatorsofenrollmentofWyomingresidentsintheUWCollegeofEducation,StatewideperceptionsoftheprogrambyaddressingtheneedforSpecialEducationteachersinthestateandemploingthesegraduatesinWyoming.
4
StakeholdersacrosstheStateprovidedfeedbackthatUWneedtodeveloparobustundergraduatespecialeducationprogram.ThemajorityofstakeholdersacrosstheStatesuggestedifUWofferedeitheradualmajororendorsementprogramitwouldhelpamelioratetheshortageofspecialeducationteacherswithintheruralcontextsofWyoming.Thiswouldbeparticularlyapplicablethorughdistanceofferingsofthisprogram.
3
Multipleempiricalsourcesareprovidedtosupporttheinclusionofanintergratedspecialeducationcurriculumwithinthegeneraleducationprogramandthecandidatesabilitytoenactinclusivepractices.
3
RepresentativesfromtheworkinggroupvisitedAkronUnivresity,OhioandUtahStateUniversity.AkronUniversityisanintegratedprogramwheremanystudentsareabletogetadualmajorandlicensureinbothspecialandgeneraleducation.ThisprogrammayhaverealvalueinthedevelopmentoftheprogramatUWastheworkinggrouparechallengedwithputtingtogetheradualmajorthatcanbecompletedinfouryears.UtahStatehasalongerhistoryofbeingaspecialistprogramforspecialeducationandthisprogrammayhaveutilityforthedevelopmentofaseparatemajoroption.
1
Nocontextualcontraintswereidentified.
4
NopotentialriskstotheTEIinitiativewereidentified.
1
Nofundingrequestwasincludedwithitheproposaldocument.
TheproposalclearlydescribestheneedfortheUWcollegeofeducationprogramtoprepareteacherswhoareskilledinspecialeducationandcanbeusedtomeettheshortageoftheseteachersacrossWyomng.Theproposalwaslimitedinseveralareasinthattherewasnoclearplanastohowtheendorsement,dualorstandalonemajorinSpecialEducationwouldbedeveloped.Theauthor(s)needtothinkmoreclearlyabouttheresourcesrequiredtoenactthisdevelopmentandhowthismaybestfitwithinthefouryearundergraduatemodel.Asarevieweritischallengingtoevaluatetheproposalasitisnotclearwhatresourcestheauthor(s)requireforthistotakeplace.
Thereisaneedforthistypeofprogramdevelopmentbutmorecollaborationisrequiredwiththeworkinggroupwhoareplanningtoembarkoncurriculumreviewandrevision.Thisgroupneedstoprovidethecurricularrevisiongroupthetemplateoftheprovisionofadualmajor/endorsementinspecialeducationfromtheoffsetsuchthathorizontalandverticalalignmentscanbemadewithspecialeducationlearningobjectivesareembeddedfromtheoutsetofthisprocess.Thisrevisionwillenabletheworkinggrouptodecidehowtointegrate/separatetheseobjectivesandassessments.Thiswillalsoproducesomemoretangibleandrealisticrequirementsforsupplementalclasses/mentors/resources.Iwouldsuggestthataproposalresubmisisonembedsbothoftheseobjectives.
TEICoordinatingCouncil•2017-03ProposalReviews
6/8/17
Alignm
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CommentsonPerformanceIndicators
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CommentsDocumentationofNeed
LiteratureReview
CommentsLitReview
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Research
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CommentsContext
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RiskAssessm
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CommentsFunding CommentsNarrative SummaryComments
3
Theproposaladdressthreekeyperformanceindicators.
4
ThereisstrongevidenceofthestatewideneedforanundergraduateprograminSpecialEducation.
4
TheliteraturereviewprovidesstrongevidencefortheeffectivenessofanundergraduateSpecialEducationprogram.
3
TheproposalcitestheresultsofvisitstotheUniversityofAkronandUtahStateUniversity.
1
Nocontextualconstraintswereidentified.
4
Theproposaldoesnotidentifyanyriskstosuccessinimplementationoftheproposal.
4
Whilethebudgetrequestissufficient,Ihaveconcernsrelatedtothesizeoftheproposedconsultancy,travelandthesalariesandbenefitsbudgetrequest.Theconsultancyandtravelbudgetsarelargerthanwhatwouldbeneededanditisunclearwhatthesalariesandbenefitswouldbeusedfor.AcurrentUWPresidentialDirectivedoesnotallowforfacultyoverload.Therefore,iftherearefundsneededforsalariesandbenefits,itwouldneedtobeforcoursereleaseandfacultybackfill.
Theproposalnarrativeisconfusing,asitincludesinformationregardingduallicensure,enhancedpracticumandfieldexperiences,anddiscussescollaborationoncurriculum/programofstudydesignwith"generaleducation"faculty.
IwouldrecommendreturningthisproposaltotheSpecialEducationResearchWorkGroupforrefinementandamuchstrongerfocusonthedevelopmentofanundergraduateSpecialEducationProgram.
3 4 4 3 3 2 3
Wellwrittenandunderstandable.
ThissomethingthatcanbeverybeneficialtoUWandthestate.Itishoweverachangetocurrentpractice.Itneedstoprovidemoreinnovation.
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Thisproposalmeetsindicators1-6.
4
ThereisacriticalneedtohaveanundergraduateoptionforSpecialEducationatUW.FindingqualifiedandcapableapplicantsforspecialeducationpositionshasbeenachallengeformanyyearsinWyoming.
4
Withtheneedtoofferanundergraduate&/ordualmajoroption,theresearchsupportstheneedtobeversatileintheprogrammingthatisofferedtopotentialandcurrentlyenrolledstudents.
3
ThereviewsoftheUniversityofAkronandUtahStateUniversityprovideanicecomparisonandtargetofwheretheUWCollegeofEducationcouldbeheaded.
1 4 2
Verythoroughnarrativeoftheproblem,proposal,andplan.
DevelopinganundergraduateoptionattheUniversityofWyomingshouldbeahighpriority.Itisincreasinglydifficultforavarietyofreasonstorecruitandretainqualitycandidatesinthisarea.Thisproposalfitsnicelywithproposal#4andIwonderiftheycouldn'torshouldn'tbecombined.
4
Ireallylikethisproposalsabilitytoreachabroadgroupofeducatorsandintheirenvironment.Thedualdegreeprovidesopportunitiesforyoungprofessionalsthatmightchangefocusafterafewyears.Itisalsopracticalleveragingsynergies,welldone
4
asnoted
3
Iwouldliketoknowmoreabouttheeffectivenessofsurveysforevaluation.Ihadattendedclassroomswhereevaluationswerebeingperformedandfeltthatwasveryeffective.literaturereviewappearedtobeadaquite
4
IwasveryimpressedwiththesummaryfromUofAkronandUtahState.
3
adaquite Ifeelthisisalowriskoption,partneringwithUtahStateshouldbeanacceleratorforus.Distancelearningshouldbeeffectiveformostofthecurriculumagainrecommendmoreonsiteinclassobservationsvs.survey
1
Ididnotgetafeelforactualbudget/costonthisproposal.Dualdegreeshouldbeveryeffective
Ilikethisandfeelithasahighprobabilityofsuccess
Ilikeit
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3 3 2 3 1
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.
4
Theproposaldoesnotaddressarisktostakeholders,but,again,thisseemslikealow-riskproject.
Astheauthorsnote,theydonothavetheexpertisetoincludeabudgetforthisproposal.Asaresult,Icannotevaluatethisdimension.
Overall,thisseemslikeanimportantproposal.Unfortunately,theproposalacks(understandably)abudgetandsomeotherkeyfeatures.Thereseemslikeanimportantneedinthestateforthis;however,Iwonderifthisistherighttime.Iwouldbesupportiveinhavingtheauthorscontinuetomoveforwardasitseemsthereisasignificantneedinthestate.
Thisseemslikeanimportantidea,butunfortunatelytheproposal(understandably)ismissingafewkeyfeatures.Iwouldencouragetheauthorstomoveforward.
26 TOTAL 31 TOTAL 26 TOTAL 25 TOTAL 22 TOTAL 18 TOTAL 12 TOTAL GRANDTOTAL 1603.25 MEAN 3.88 MEAN 3.25 MEAN 3.13 MEAN 2.75 MEAN 3.00 MEAN 2.00 MEAN
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3 4 3 3 3 3 2
Itisunderstandablethatabudgetrequestforthisnewprogrammingwouldbehardtodetermine.Inaddition,itcouldbearguedthatthebudgetexpenditurestiedtotheproposalcouldbeoffsetinpartduetotuition/feerevenuefromstudentswhoenrollintheprogram.
3 3 3 3 3 3 33 3 4 4 3 4 34 4 4 4 4 4 34 4 3 3 3 3 33 4 3 4 3 4 13 4 4 4 4 4 4
3
ThethreeindicatorspresentedareveryimportanttotheTEIwork.
3
ThisseemstobeanareaofneedthroughoutthestateofWY
3
Enoughliteraturewaspresented...notanoverabundance
3
BothprogramsseemtobeofveryhighqualityandwouldprovideassistanceintermsofconsultantstoUWCoE
1
Itwouldappearthatthecontextualconstraintswouldbeofprimaryimportance,butthesewerenotidentifiedoraddressed.
1
nonewereidentified
1
Nonewasprovided.Itseemsthatconsultantsandtimetostructureandrestructurethecurriculumandprogramwillbeofmostcost
Therewereimportantcomponentsmissingfromthisproposal.Oncethosegapsarefilled,itwillbeaveryworthwhileproposalandprojectthatfillsmuchneedinWY
Thisisanimportantproposalandproject.Theauthorsareencouragedtocompletespecificssuchasfundingandthemethodtobefollowedtoconstructsuchanambitiousundertaking.
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Thereisnoharderareatofillthesedaysthanspecialeducationteachers,andfewclassroomsthatdon'tincludestudentswithlearningdisabilities.
4 4
Stakeholdersurveysenhancedtheevidence.
3
Productivevisits.ItmakesmoresensetomethatwewouldcollaboratewithUtahbecauseofitsproximityandsimilarity.
1 4
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
ResearchWorkGroupProposalForm
PleaseemailcompletedformtoTEIExecutiveDirectoruponcompletion.Version2.0:February22,2017
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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 2017-03 Amended to Include
Budget Proposal
PleaseemailcompletedformtoTEIExecutiveDirectoruponcompletion.Version2.0:February22,2017
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InitiativeResearchWorkGroupNameSpecialEducation
Submittedby DavidYanoski(onbehalfofSpEdRWG)ContactEmail [email protected] 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.
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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.
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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.
DescriptionofIntervention:
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• 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.
Proposal’sAlignmenttoKeyPerformanceIndicator(s)1(Checkallthatapply.) ☒StatewideperceptionsoftheUniversityofWyomingCollegeofEducation
☒EnrollmentofWyomingresidentsinUniversityofWyomingCollegeofEducation1ListcompleteasofFebruary2017.ResearchWorkGroupswillintroduceadditionalKeyPerformanceIndicatorsforGoverningBoardreviewandaction.
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☐Continuousimprovementprotocolsforfieldandclinicalexperiences,developedandimplementedinpartnershipwithschooldistrictpartners
☐Executed,activeclinicalpartnershipagreementswithWyomingSchoolDistricts
☒EmploymentofUniversityofWyominggraduatesinWyomingschools
☐NationalaccreditationfromtheCouncilforAccreditationofEducatorPreparation(CAEP),withnoAreasforImprovementorStipulationsrelatedtoCAEPStandard4:ProgramImpact,Component4.3:SatisfactionofEmployers.
☐State-of-the-artCollegeofEducationorganizationalstructure,facilities,andtechnologicalcapabilitiesasmeasuredbyfacultyandcandidatecollaborationandinnovation,candidateperceptionsoftheirexperiences,andoperationalefficienciesasmeasuredbyresourcemonitoringandreporting.
FundingRequesttoSupportPilotImplementation(byAcademicYear)
$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
$275,000 2018-2019TotalRequest
SubtotalAmount:$150,000 Purpose:Contractedservices,includingconsultation
SubtotalAmount:$20,000 Purpose:Equipment,SuppliesandMaterials
SubtotalAmount:$30,000 Purpose:Travel
SubtotalAmount:$60,000 Purpose:SalariesandBenefits
SubtotalAmount:$15,000 Purpose:Purchasedservices
$170,000 2019-2020TotalRequest
SubtotalAmount:$50,000 Purpose:Contractedservices,includingconsultation
SubtotalAmount:$20,000 Purpose:Equipment,SuppliesandMaterials
SubtotalAmount:$30,000 Purpose:Travel
SubtotalAmount:$60,000 Purpose:SalariesandBenefits
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SubtotalAmount:$10,000 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
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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.
SummaryofLiteratureReview:
AsdictatedthroughtheIndividualswithDisabilitiesEducationAct(IDEA)studentswithdisabilitiesaretobeeducatedintheleastrestrictiveenvironment(LRE).Throughoutthecontinueddevelopmentofthislawandthealignmentofteachingpractices,moreandmorestudentswithdisabilitiesarebeingeducatedinthegeneraleducationclassroom.
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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.
AnalysisofCurrentUWTeacherProgramandPractice
Collectedandanalyzedrelevantevidencefromcurrenteducationalpracticeandcurrenteducatorpreparationpractice
EvidenceCollectedandAnalyzed
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.
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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.
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EvaluationofRegionalandLeadingTeacherPrepPrograms(Checkallthatapply.)
EmployedamixedmethodsapproachtoevaluatequantitativeandqualitativedatafromeducatorpreparationprogramsacrosstheUnitedStates
ProgramsReviewed:
TraditionaleducatorpreparationprogramsinpublicandprivateuniversitiesacrosstheUnitedStatesNamesandLocationsofTraditionalProgramsstudied:
• 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.
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• 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
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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:
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• 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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ContextualConstraintstoImplementationIdentified IdentifiedPotentialRisktoResearchSubjects
Releaseofproprietaryinformation Lossoffacultyorcandidateconfidentiality Lossofnationalaccreditationorprogramrecognition Lossofstateapprovalorrecognition Other(Pleasedescribe.)
IdentifiedPotentialRisktoTrusteesEducationInitiative
InsufficientDataforCollegeandProgramContinuousImprovementPurposes InsufficientAccesstoStudentSuccessDataofP-12StudentsTaughtbyCollege
ofEducationCompletersfor InsufficientCommitmenttoCollaborationfromWyomingP-12SchoolDistricts Other(Pleasedescribe.)
TEICoordinatingCouncil•2017-04ProposalReviews
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4 4 4 2 3 3 \3 Welldone. Bestofthefour.
4 4 3 2 3 3 3
Thenarrativeisclearandunderstandable.
Thisproposalishighlydesirableandneeded.Myquestionagain-isthissomethingthatinnovatesorisitsomethingtheCoEshouldbedoinganyway?
4
Thisproposaladdressesindicators1,2,3,5,&7.
4
Itishardtofindcandidatesforspecialeducationpositions.Theundergraduatecertificationisahighneedanddualcertificationwouldbeahugebenefit.
3
Nicefocusonmentorship,collaboration,anddataanalysis.Theco-teachingmodelissomethingweneedmoreexposuretoandexperiencewith.
2
ListedAkronUniversitybutdidn'tprovideanyinformation.
1
Noinformationprovided.
4
Whileitisaverythoroughbudgetrequest.
Greatinformationintherationalefortheproposal,aswellastheelementsofthefourphasesofimplementation.
Whilethismaybemyfavoriteproposal,Idon'tthinkitwillscoreoutontherubricashighassomeothers,duetomissingpieces.
3
IneedtolearnmoreabouttheMursionsimulationsystem,howeverI'mimpressedwithwhatIhavereadandliketheideaofsimulatingtheclassroomenvironmentinanonthreateningwaye.g.lowrisk
4
Iliketheapproachoftheproposals.BenchmarkingUofAkronandUtahStateandlookingtocontinuetherelationshipIfeelisagoodideaparticularlyUtahStatewhofeltstartingfreshwasagreatopportunity.
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howwillmentorsbeidentifiedandqualified.Whatstandardsandcriteriawillwesetformentors.willtheybewithinWyoorexternale.g.UofAkronorUtahState...howiscurriculumspeciale.g.toptierinUSA? 3
appeartobelimitedinabilitytoreachruralarease.g.selectionofcandidateinresidency(willthisbealimited/yearenrolment,thereforeimpact)
4
appearstobecomprehensiveonliteraturereviews.
2
Ifeltthisproposalcouldusemoreexternalbenchmarking
3
Ifeltthisproposaladdressedspecialneeds,readslikeaWyomingsolutionvs.validatewehavetherightapproache.g.moreexternalreviewsofbestpractices
2
lowrisktoindividuals,I'msuretheywillgetvaluefromtheexperience.Highrisktousbasedonthecostandnumberofcandidateswewillbeabletoaccommodate.Iwouldliketoknowmoreaboutsuccessfulprogramsthatwecanlearnmorefrom,thenproceedwithwhatisbeastforourteachers
4
Verynicelydevelopedandpresented,relativelyhighcost,ittopnotchexperienceI'msureitwillmovetheneedle
I'mconcernedthattheimpactwillbelimitedbyabilitytomovelargenumbersofcandidatesthrougheachyear
asnoted
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Therecouldhavebeenmoreinthis.LookingattheotherproposalsIknowthereisastatewideneed,butthisproposalprovideslittledocumentation.
3
Theliteraturepagewassloppy,withextranumbers,andonlyabriefsummary.
3
Thesummaryofdataforthisdidnotfullyexplaintheprograms.IamawareoftheAkronprogramfromthepreviousproposal,butnotlimitedinformationisgivenwiththisone.Page.13hastwodifferentcoloredfontsaswell.
Unknown Unknown
1
Thebudgetnarrativecouldhavebetterexplainedthe$1.9milliondollarrequest.Theitemizedpagewasgoodbutaccompanyingnarrativecouldhavefurtherexplainedthis.
Thisproposalseemedhastilyputtogether.Willthisbeanongoingrequestafterthe5years?Whowillbethetargetedmentorsandstudents?Willitonlybeforthepartneringdistricts?Isthereorwilltherebeaplantoexpandtootherparts/districtsinthestate?
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Thisproposalhasthepotentialtomeetseveralofthekeyperformanceindicatorsbutnonewerecheckedwithintheproposaldocument.Itspecificallyaddressescontinuousimprovementprotocolforfieldandclinicalexperiences,developedandimplementedinpartnershipwithschooldistrictpartners.TheproposalalsoalignswithactiveclinicalpartnershipagreementswithWyomingschooldistricts.
3
ThreeresidencysitesareproposedincludingCheyenne,RivertonandSheridan.Theproposedresidencyprogramswillprovidesustainedchangeinspecialeducationdeliveryinallofthesesites.TomeettheneedsofmoreruralcontextsinWyomingtheremaybetheneedfortheexpansionoftheprojectinyear3toplacequalifiedresidentsindifferentschoolcontexts.Thiswouldbesimilartoaresidencyprogramwithinthemedicalfield.
2
Minimaldescriptionisprovidedofrelevantempricaldatathathasbeengeneratedtosupportmentorshipandtheresidencymodelofeducation.Thereisanabundanceofcontemporaryliteratureineducationoninductionandtheroleofmentors/mentees.Thereisalsosomerelevantliteratureinthemedicalfieldonhowtofacilitateeffectiveresidencyprograms.Iwouldsuggestthattheauthor(s)morefullyaccessanddecsribethisevidencetowarranttheir3yearprogrammodel.
2
AkronUniversityisstipulatedasacomparatorexternalprogrambutnodataisprovidedontheirresidencyprogram?
1
Contextualconstraintanalysisisnotaddressedintheproposal
4
orisktoTEIstakeholdersisstipulated.
2
Littlesupportingnarrativeisprovidedforthedetailedline-by-linebudgetproposal.ThebudgetrequesthasbeendevelopedaspartofalargefundingrequestfromtheUSDepartmentofEducation.ThisrequestseemsverylargeinrelationtotheTEIresources.IffundingdoesnotcomethroughfromtheUSDoEthenthisproposalneedstobereworkedsuchthatthepaymentformentorswouldbereducedtobemorealignedwithpaymentforco-operatingteachers.Theschooldistrictswouldalsohavetofindsomematchingfundsforplacementofqualifiedresidentswithintheschools
heideaofanextendedstudentteachingexperiencewithinaresidencyprogramisagoodone.Theproposalasitcurrentlyiswrittenseemsincomplete.Theseoneyearclinical/practicumbasedresidencymodelsofcertificationexistintherestoftheworld.Thesemodelsincludeformalcourseworkattheuniversitysitebutalsodistancemodulesofcourseworkwhileembeddedwithintheresidencyprogram.Iwouldencouragetheauthor(s)tothinkabouthowthisprogramcouldpotentiallycoincidewiththeMasterscertificationprograminspecialeducationthatcurrentlyoperatesatUW.Theauthor(s)needtorevisethebudgetrequirementsshouldthisbetheTEIbetheonlyfundingagencypursued.
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Thissectionoftheproposalisnotcompleted.
1
TheanalysisofCurrentUWTeacherProgramandPracticefocusesontheneedforaSpecialEducationProgrambutfailstodocumenttheneedforanenhancedresidencymodeltoprepareeffectivenoviceeducators. 3
TheLiteratureReviewcontainserrors,e.g.incompletecitations,anditisunclearhowsomeofthecitationsrelatetoaredesignedresidencymodel. 2
TheevaluationoftheUniversityofAkron(UA)relatedtoanundergraduateSpecialEducationprogramandaduallicensureprogram.IseenoevidencethatUAhasayear-longresidencymodel.
1
Nocontextualconstraintsareidentified.
4
Noriskassessmentisprovided.
4
Whilethebudgetrequestissufficienttoimplementtheprogram,afundingsourceforasignificantportionoftherequestwouldneedtobeidentified.Isuggestrequestingaplanninggrantof$175,000foryearone,whichwouldallowtimetoseekotherexternalsourcesfortheimplementaitonyears.
Theproposalnarrativeisstrong,however,the"SummaryofAnalysisofCurrentUWTeacherProgramandPractice"isconfusingandincludesitemsrelatedtodevelopofanundergraduateprogram,whichisnotthefocusofthisproposal.TheproposalfailstocitetheevidencefromtheTEITownHallMeetingsandStakeholderFeedbackGroupSurveyontheneedforstrongerfieldandclinicalexperiencesforcandidatespriortograduation.
Performanceindicatorswerenotaddressed.
3 2
Literaturereviewisverylimited.
2 1 4
Budgetwasnotprovided.
Theproposaldescribesthreephases:developmentandtrainingofmentors,studentteacherexperience,andemploymentofnoviceeducatorsinWyoming.TheproposedyearlongresidencyprogramcouldaddressasevereandseriousshortageofSpecialEducationteachersinWyomingschools.
Theproposaldescribesthreephases:developmentandtrainingofmentors,studentteacherexperience,andemploymentofnoviceeducatorsinWyoming.TheproposedyearlongresidencyprogramcouldaddressasevereandseriousshortageofSpecialEducationteachersinWyomingschools.
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Proposaldoesnotindicatewhichperformanceindicatorsarerelevant.
4
Clearly,thereisstate-wideneedforthis.
2
Hardtotell.Theproposalonlycitestheliteraturewithverylittleoverallassessmentorreviewofwhatthatliteraturesupports.
2
ifficulttotell.Isuspectthattherearefew/nocontextualconstraintsbuttheproposalisunclearinthisarea.
4
Again,difficulttosay.Theproposalisunclearonthisdimension.
Noevaluationgiven.Proposalisunclear(atleasttome)howmuchisbeingrequestedandhowthefundingwillbespent.
Theideadevelopedinthisproposalseemsimportant,butattheenditisdifficulttotellhowtoassessthisproposal.Keyfeaturesaremissingandafullreviewofimporantmaterialseemsincomplete.
Iliketheideaofdevelopingamorerobustspecialeducationprogram,butthisproposalseemsverymuchincomplete(especiallyrelativetotheotherproposalsIhavereviewed).I'mnotsurewhattomakeofthisone.
25 TOTAL 31 TOTAL 26 TOTAL 19 TOTAL 22 TOTAL 24 TOTAL 18 TOTAL GRANDTOTAL 1653.13 MEAN 3.10 MEAN 2.89 MEAN 2.11 MEAN 2.75 MEAN 3.43 MEAN 3.00 MEAN
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Boxeswerenotchecked;baseddecisiononoverallreviewofproposal.
2 3
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.
4 4
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Althoughseveralindicatorsarelisted,itappearsthatonly3wouldbedirectlyaddressed
2
AlthoughthereisaneedforhighlyqualifiedspecialeducationteachersinWY,thisproposaldoesnotprovideenoughinformationtoassurethisreviewerthattheneedswillbeaddressedorexactlyhowtheywillbeaddressed
2
Again,thereisnotenoughinformationinthemethodsofhowtheprogramwillbedevelopedtomakeadetermination.
1
AlthoughAkronwaslisted,theinformationprovidedinthisproposaldidnotclarifyhowthatinformationwouldbeutilized
1
limitedinformationprovided
1
noneprovided
2
Atablewasprovided,butsupportingnarrativewaslimited
Thisprojectisintriguingintheory.Unfortunately,theproposaldoesnotprovideenoughinformationtomakeadetermination.
Thisreviewersuggeststhatthisproposalberesubmittedwithmuchmoredetailtounderstandhowsuchanambitiousprojectwouldunfold.Additionally,thewritingmustbeconsiderablymoreclear.Forexample,whatisanLEA?Althoughthisreviewersearchedmultipletimesintheintroductoryparagraphs,LEAwasnotdefined.Also,arepresentativefromBigHornschooldistrictwaslistedasacollaborator,butCheyenne,Sheridan,andFremontschoolswereidentifiedasconsultantsormentors.Whythisdisparity?Theproposalneedstobemademuchmoreclear.
1
Performanceindicatorsarelistedintheproposal,buttherearenonechecked.Ifthisproposalmeetsalltheindicators,whichIbelieveitdoes,thereisnonarrative.
4
Lotsofoutreachtostakeholdergroups.
3 1
ThemixedmethodsapproachseemstofocussolelyonWyomingstakeholders.
1 4 3
Thenarrativeisweak. ThestrengthofthisprogramisthatitwilladdressK-12.
Ihavemixedfeelingsaboutthisproposal.ItitisfundedbytheUSDeptofEd.Iwouldfeelmorefavorable.Ijustdidn'tfeelthatthiswasreallythoughtthrough.
25 TOTAL 26 TOTAL 24 TOTAL 21 TOTAL 22 TOTAL 25 TOTAL 24 TOTAL GRANDTOTAL 1673.13 MEAN 3.25 MEAN 3.00 MEAN 2.63 MEAN 2.75 MEAN 3.13 MEAN 3.00 MEAN
ResearchWorkGroupProposalForm
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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
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InitiativeResearchWorkGroupNameSpecialEducation
Submittedby TiffanyDoblerContactEmail [email protected] 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
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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
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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
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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
Long Term Training
Mentors
Residents
Long Term Training
Total Dollars
Mentors
Residents
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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.
FundingRequesttoSupportPilotImplementation(byAcademicYear)
$0.00 2017-2018TotalRequest
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2018-2019TotalRequest
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1ListcompleteasofFebruary2017.ResearchWorkGroupswillintroduceadditionalKeyPerformanceIndicatorsforGoverningBoardreviewandaction.
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SubtotalAmount: Purpose:
2019-2020TotalRequest
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BudgetNarrativetoSupportFundingRequest:AttachedinBudgetNarrativeTable
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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.
10.
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.
13.
SummaryofLiteratureReview:Theproposedprogram’sfocusisonmethodsidentifiedtostrengtheneducatoreffectivenessthrough:earlyfieldexperiencestosynchronouslyconnecttheoryandpractice(Condermanetal,2013;Doreletal,2016;Flores,2015;Hoffmanetal,2016;McDonaldetal2011);assurethatfacultyandprofessionaleducatorsareprovidingfocusedmentoringforstudentteachingresidents
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(Ambrosetti,2014;Childre&VanRie,2015;Mueller&Hindin,2011;Gareis&Grant(2014);andimplementco-teachingmodelswithmentoreducatorsduringanacademicyear-longresidency(Yopp,etal,2014).
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AnalysisofCurrentUWTeacherProgramandPractice Collectedandanalyzedrelevantevidencefromcurrenteducationalpracticeandcurrenteducatorpreparationpractice
EvidenceCollectedandAnalyzed
1. UWSpecialEducationProgrammingFeedbackSurvey
2. SpecialEducationDirectorFeedbacksoughtfromWASEASpringConference2016
3. AdministratorFeedbacksoughtfromUWECHOinLeadershipSpring2016
4. UniversityofWyomingTrusteesEducationTownHallMeetings
5. CollegeofEducationInternalFeedback
6. EquityGapCorePlanandData
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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.
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EvaluationofRegionalandLeadingTeacherPrepPrograms(Checkallthatapply.)
EmployedamixedmethodsapproachtoevaluatequantitativeandqualitativedatafromeducatorpreparationprogramsacrosstheUnitedStates
ProgramsReviewed:
TraditionaleducatorpreparationprogramsinpublicandprivateuniversitiesacrosstheUnitedStatesNamesandLocationsofTraditionalProgramsstudied:
• AkronUniversity
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•
•
•
Alternativeeducatorpreparationprograms
NamesandLocationsofAlternativeProgramsstudied:
•
•
•
•
•
Internationaleducatorpreparationprograms
NamesandLocationsofInternationalProgramsstudied:
•
•
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DataAnalysisQuantitativeDataAnalyzed
• UWSpecialEducationProgrammingFeedbackSurvey
• UndergraduateStudentSpecialEducationProgrammingFeedbackSurvey
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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
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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.
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ContextualConstraintstoImplementationIdentified IdentifiedPotentialRisktoResearchSubjects
Releaseofproprietaryinformation Lossoffacultyorcandidateconfidentiality Lossofnationalaccreditationorprogramrecognition Lossofstateapprovalorrecognition Other(Pleasedescribe.)
IdentifiedPotentialRisktoTrusteesEducationInitiative
InsufficientDataforCollegeandProgramContinuousImprovementPurposes InsufficientAccesstoStudentSuccessDataofP-12StudentsTaughtbyCollege
ofEducationCompletersfor InsufficientCommitmenttoCollaborationfromWyomingP-12SchoolDistricts Other(Pleasedescribe.)