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CEEDAR Cross-State Convening June, 2017 Chicago, Illinois

Join Dr. Marquita Grenot-Scheyer in reflections on building an inclusive educator preparation model. Learn about the Urban Dual Credential Program's evolution from the 1970s to present, focusing on cultural responsiveness, family collaboration, and evidence-based practices. Explore program development, successes, challenges, and lessons learned, emphasizing strong partnerships, faculty commitment, and student flexibility.

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CEEDAR Cross-State Convening June, 2017 Chicago, Illinois

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  1. CEEDAR Cross-State Convening June, 2017Chicago, Illinois Marquita Grenot-Scheyer, Ph.D., Assistant Vice Chancellor Teacher Education & Public School Programs

  2. Developing and Sustaining an Inclusive Model of Educator Preparation Perspectives, • Dean • Member of CEEDAR state team • Assistant Vice Chancellor Reflections, 1970’s-to present Urban Dual Credential Program Description

  3. Reflections…1970’s • Segregated schools and classrooms • Mainstreaming • Community based curriculum • Functional skills training • Student interventions

  4. Reflections….2017 • Culturally responsive instruction which builds upon students funds of knowledge • Collaboration with families & other educators • Multi-tiered systems of support • Positive behavioral supports • Re-thinking inclusion: Focus on structures & interventions, and not solely on the student.

  5. Urban Dual Credential Program • Undergraduate- 4th and 5th year program • Post baccalaureate option • Program guiding principles • Collaborative and inclusive models (UDL, MTSS) • Evidence based practice • Culturally responsive framework • Clinical model

  6. Program Development • Faculty team from general education and special education • Components of an ideal inclusive preparation program • (Revised) State standards for MSCP and ESCP • Administrative support from the College Dean and Department Chairs • Support from CEEDAR Center • District Partners

  7. Successes • Robust clinical preparation • Strong cohort community • Cross disciplinary collaboration and faculty PD • Growing partnerships with districts and schools

  8. Challenges • Inclusive clinical sites • Opportunities for collaborative PD with district partners • Logistics – calendar, schedule, placements • Sustainability • Scaling up

  9. Lessons Learned • Strong District Partnerships • Faculty Commitment (including time and expertise) • Flexibility of Students • Co-teaching Model • Year 1 Supervised Clinical Experience • Becoming Part of the School Community

  10. Excellent & Caring Educators & Leaders for All Students

  11. Marquita.grenot-scheyer@calstate.edu

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