Getting Intentional Building Cultural, Linguistic, and Ability Diversity into a Preservice Program

1. Getting IntentionalBuilding Cultural, Linguistic, and Ability Diversity into a Preservice Program • The Presentation Team • Camille Catlett FPG Child Development Institute (NC) • Susan P. MaudeIowa State University (IA) • Melanie Nollsch Kirkwood Community College (IA) • Susan Simon Kirkwood Community College (IA)

2. Background

3. Background

4. The Enhancement Process

5. Identifying Partners

6. Clarifying Values and Vision

7. Knowledge Acquisition + Application

8. What is PD? “Professional development is facilitated teaching and learning experiences that are transactional and designed to support the acquisition of professional knowledge, skills, and dispositions as well as the application of this knowledge in practice…..

9. Key Components of PD include characteristics and contexts of the learners (i.e.,the “who”); • content (i.e., the “what” of professional development); and • organization and facilitation of learning experiences (i.e., the “how”).”

10. Deconstructing/Reconstructing Courses • Overview of Course • Course Description • Student Learning Outcomes (SLOs) • Assignments • Required Materials/Texts • Course schedule/outline

11. Syllabus Enhancement Checklist

12. Enhancing Syllabi

13. Explicit Emphasis on OSEP Priorities

14. Areas of Emphasis in Redesigned Syllabi and Programs

15. Partnering to Enhance Field Experiences • Practicum inventory • Work with cooperating teachers

16. Kirkwood CC Curriculum Map Curriculum maps on ● assistive technology ● cultural diversity ● linguistic diversity ● ability diversity ● CARA’s Kit

17. Kirkwood CC Curriculum Maps

18. MEASUREMENTS

19. Syllabi Reviews KCC Faculty/Advisory Board External Evaluator Self Assessments KCC Faculty/Advisory Board KCC Student Participants Focus Groups KCC Faculty KCC Student Graduates

20. LESSONS LEARNED

21. Lessons Learned • Faculty thought they had knowledge, but we needed to teach them how to access information and teach them how to prepare students to applyinformation. • Systematic professional development with follow-up was needed instead of episodic or random training. • Faculty were eager for training. Faculty learned to be more intentional and moved beyond just talking about topics like diversity.

22. "I love the curriculum maps. It gave us a chance to see what others were teaching, it was collaborative, and gave us ideas of what others use. We were able to collaborate about what resources we use, what ideas, videos, activities….it's been a very helpful and useful resource for me.” “I'm always thinking how can I pull in something about culture or diversity or acceptance.” "Every class, I think about infusing it (CLAD) too. I was starting at a not knowing very much level to now I've learned a lot over the four years.“ Focus Group Responses Faculty 2010-2014

24. CAKSkIS – Faculty 45 items Mean Results Retro Pre 2.31 - Posttest 3.85*** CROSSWALKS Assessment of Knowledge and Skills (CAKSkIS) Catlett & Maude (2010) Scale 1 No Knowledge/Skills to 6 High Knowledge/Skills *p < .05, **p < .01, ***p < .001

25. Lessons Learned • A systematic review of syllabi using a rubric is necessary and important. • Reviewing syllabi is not sufficient. Seeing the need to be more explicit and comprehensive, we developed curriculum maps to chart opportunities for enhancement in each course and across the Program.

26. Please note: The solid line indicates 80% of the indicators for that course were met (raw score of 70 or higher out of 88).

27. Lessons Learned • Students appreciated all the hands on curriculum and applications such as CARA’s Kit, Boardmaker™ and Assistive Technology.

28. …having the hands-on experience or getting CARA’S Kit. I would have never even heard of it or Boardmaker™. I mean Boardmaker™ is a big thing out there, but having the experience of using that for making things (is what I remembered most). “Probably sounds weird, but certain assignments that we have to do, like the adaptation plan. If we didn’t have to do that, you wouldn’t necessarily know how to when you get into your first job and a child was presenting to you challenges (use of CARA’S Kit)” “ I think that’s another thing too is the teachers in the early education program allow you to re-do things or evaluate yourself so you know what to do…the next time. So the evaluation on the micro teachings was helpful” Focus Group Responses Students 2010-2014

29. CASKS – Students 41 items Mean Results Retro Pre 1.92 - Posttest 4.76*** CROSSWALKS Assessment of Student Knowledge and Skills (CASKS) Catlett & Maude (2010) Scale 1 No Knowledge/Skills to 6 High Knowledge/Skills *p < .05, **p < .01, ***p < .001

30. Lessons Learned • The Program is more interconnected and coordinated. Strong themes are discussed throughout the series of courses. • The Program is connected across the state and nation through presentations made at conferences: OSEP, NAEYC, DEC, National Paraeducator Conference. • Some Program indicators will take more time to show change.

31. CCPPE-R Faculty 37 items Mean Results Retro Pre 2.07 - Posttest 3.31*** CROSSWALKS Coursework, Practica, and Program Evaluation-Revised (CCPPE-R) Catlett & Maude (2010) Scale 0 - Never to 5 - Always *p < .05, **p < .01, ***p < .001

32. CCPPE-Students 37 items Mean Results Retro Pre 2.73 - Posttest 4.11* CROSSWALKS Coursework, Practica, and Program Evaluation-Students(CCPPE-S) Catlett & Maude (2010) Scale 0 - Never to 5 - Always *p < .05, **p < .01, ***p < .001

34. Even if you’re on the right track, you’ll get run over if you just sit there. Will Rogers