Objective 1.4

1. Objective 1.4 Pamela Broadston, Ed.D. University of Arkansas – Little Rock Kate Reynolds, Ph.D. University of New Orleans

2. Objective 1.4 Multi-state D/HH Teacher Preparation and Certification Models

3. Objective 1.4: Charge Establish an advanced technology-facilitated, multi-state teacher preparation and certification model and a pilot investigation of the implementation of that model so that there is greater access to d/hh teacher preparation programs within the multi-state area and an increase in the number of d/hh teachers within the multi-state area.

4. Overall Outcome : Empirical evidence of the use of an advanced technology-facilitated, multi-state d/hh teacher preparation and certification model and an increase in the number of d/hh teachers with multi state certification.

5. Activity 1: In collaboration with the Southeast Regional Resource center (SERRC), conduct a needs assessment

6. Preliminary Data – Activity 1*Note: Initial needs assessment conducted by SERRC has unverified data. We are currently researching sources and credibility of data.

7. Preliminary Data – Activity 1*Note: Initial needs assessment conducted by SERRC has unverified data. We are currently researching sources and credibility of data.

8. Certification Requirements • Matrix was developed and presented at SERRC meeting in Tampa, FL

9. Activity 2: In collaboration with SERRC, establish a “Memorandum of Understanding (MOU)”

10. Preliminary Results: Activity 2 • Original and amended MOU signed by all State Directors of Special Education and Chief Certification Officer in the SERRC states. • Identification of state liaisons

11. Activity 3: With SERRC, and through the use of web-based videoconferencing, establish multi-state d/hh teacher preparation and certification models for the 10 southeastern states and territories.

12. Preliminary Actions: Activity 3 • Choice given to individual to research existing successful models of cross boundary (i.e., state, district, IHL) collaboration in a variety of disciplines other than deaf education.

13. Remaining Activities Activity 4 -conduct research concerning the viability of a web-based, video conferencing-facilitated, multi-state d/hh teacher preparation and certification model

14. Pilot Programs – Collaborative Delivery of Instruction • Nanci Sheetz (Valdosta State) and Susan Easterbrooks (Georgia State) have initiated a cooperative online instructional schedule of courses that allow their students to share instructors and classes without cross-enrolling.

15. Pilot Programs – Collaborative Delivery of Instruction • Kate Reynolds (UNO), Pamela Broadston (UALR), and Nanci Sheetz (Valdosta State) collaboratively taught a combined UNO/UALR asynchronous class online. This course used captioned and interpreted streaming video as well as moderated threaded discussions.

16. Activity 5 • Disseminate the resulting research

17. SERRC Initiatives - Completed • Establish Southeast Regional Center’s Low Incidence Disabilities Task Force (SERCLID) in VI, D/HH and D/B • Establish 2 task forces: Regional Certification Standards Model and Regional Personal Preparation Model (approx. 30 members each) • Identify instructional delivery methods used by the 16 IHL personnel preparation programs in the SERRC service area • Plan two 2-day work sessions for task force members (Tampa and New Orleans) in the Spring 2004

18. Challenges • Look at cross-boundary preparation programs that do not threaten the integrity of existing programs in the SERRC service area that prepare teachers in the field of d/hh.

19. Challenges • Determining how to coordinate activities with SERRC without duplicating efforts since missions are identical.

20. Challenges • Establish on-going intrastate and interstate dialogue between SDE certification officers, SDE directors of Special Education and IHL administration and faculty in D/HH.

21. Contact Information Dr. Pamela Broadston pmbroadston@ualr.edu Dr. Kate Reynolds Kreynold@uno.edu