Transforming Clinical Practice and P-20 Partnerships

CONNECT WITH CAEP | www.CAEPnet.org | Twitter: @CAEPupdates

Transforming Clinical Practice and P-20 Partnerships

http://www.CAEPnet.org/


Members of the Ohio Team

• John E. Henning, Associate Dean, The Patton College

of Education, Ohio University

•Michael J. Smith, Dean, College of Education and Human Services, Lourdes University

• Cheryl Irish, Director of Accreditation and Assessment, School of Education, Health, and Society, Miami University



Promising Developments

• Strong Partnership between the Ohio Department of

Education and the Ohio Board of Regents

• Formation of the “Ohio Clinical Educator Alliance” to

implement Blue Ribbon Panel Recommendations

• Statewide Collection and Distribution of Innovative Practices related to the Implementation of Blue Ribbon Panel Recommendations



Big Challenge

The challenge - and the opportunity - lies in its scope (“turning teacher education upside down”).

Moving to clinically-based teacher education will require discovering a whole new way of thinking about clinical preparation; translating that thinking into a fundamentally different approach to teacher preparation; communicating the nature and scope of that transformation; and engaging our P-12 colleagues, constituents, and other stakeholders in this endeavor.



Big Idea

Develop the Ohio Clinical Educator Alliance into a fully functioning Network Improvement Community that

1) fosters innovation in clinical preparation across the state of Ohio

2) sets new directions for designing, pilot testing, and

researching new initiatives3) collects and distributes data from pilot tests

and the implementation of innovative projects

4) collects and distributes data that demonstrates the value added by teacher education programs



December CAEP Alliance MeetingOutcomes

Three Design Teams

• Clinical Partnerships

• Clinical Experience

• Clinical Educators



Clinical Partnership Design Team

Problem

Weak understanding of what constitutes mutually beneficial relationships

Aim

By 2/27/14 each state member develop at least 2 clinical collaboration statements (examples) regarding mutual beneficial.




Solutions

Define the aspects of “mutually beneficial” for each partner

1) Identify a few mutually beneficial areas/topics (internal/external benefits)

2) Partnership (structures) - clearly articulating benefits to all partners (MOUs)




Solutions (cont.)

3) Do onsite classes/co-teaching models benefit both candidates and P12 learners?

4) Building a structure for partnership development - independent of individuals involved

5) Foundations for relationships - one on one, don't "title", come as peers/equals



Clinical Experience Design Team

Problem Weak system for assessing teacher candidate performance in clinical settings

Aim By March1, 2014, each participant will identify a portion of the clinical curriculum, work with partners to clarify the desired outcomes, and agree upon measures of success, with a focus on P-12 student achievement.




Solutions

1) Inventory current approaches to assessing teacher candidate performance in clinical settings

2) Pilot new initiatives in assessment a Encourage multiple assessments b. Design pilot projects that consider both big data and more local, formative assessment




Solutions (cont.)

3) Develop a communication strategy for distributing the results of pilot projects and

assessment initiatives

4) Compile pilot project findings for the purpose of aligning clinical assessments with the clinical curriculum




Solutions (cont.)

5) Create a vision for teacher candidate development and performance that clarifies desired outcomes on a developmental continuum that prioritizes student learning as a measure of effectiveness.



Clinical Educator Design Team

ProblemLack of consistency in systems for defining the qualifications for selecting clinical educators

Aim By 3/31/14 each clinical educator CIC member will gather information from stakeholders regarding current and aspirational characteristics of suitable clinical educators.




Current solution

Take stock of current characteristics of clinical educators in our programs and work with stakeholders to redefine characteristics of suitable clinical educators


pc-390

This is the solution for Educators Design Team not Partnership Design Team. To be consistent we should add a slide with the Educators problem statement and aims then list solutions. Slides 8-11 should be Educators Design Team. In addition - do we think that we need to list possible future solutions - not sure it is best use of time.



Possible future solutions

Selecting• one person with a dual role - supported by District and IHE• collaborative agreement on the selection of clinical faculty• defining and creating the co-teaching team




Supporting• university faculty provides a regular presence in the classrooms so that there is increased knowledge of the school/teachers/principals to provide valid input in selection

•Online training




Retaining

• CEUs provided by the District for licensure renewal

• recognition as teacher leader - end of year reception

• developing a leadership pathway



Ohio Clinical Alliance Proposal

Form a State Alliance organizational structure similar to National Alliance that includes broad representation from educational agencies and partners across Ohio, e.g. ODE, OBR, BASA, etc.



Ohio Clinical Alliance Proposal

• Title: Ohio Alliance for Clinical Preparation and Partnerships (OACPP)

•Authorizing Agency: Ohio Board of Regents and the Ohio Department of Education

•Oversight / Lead Agency: Ohio Association of Colleges for Teacher Education (OACTE)



Ohio Alliance for Clinical Preparation and Partnerships (OACPP)

Purpose: The Ohio Alliance for Clinical Preparation and Partnerships Committee is established for the purpose of advancing and promoting practices and policies to transform clinical preparation through collaborative partnerships among schools, districts, and higher education by: Creating and communicating a vision and goals for

clinical practice; Sharing best practices, research and innovations; Identifying and addressing issues related to clinical

practice; Advocating for policies needed to support clinical

practice.




Committee Composition Higher Education – Educator Preparation (8)• 4 from State Educator Preparation Programs (one of which is a Field

Director / Coordinator)• 4 from Private Educator Preparation Programs (one of which is a Field

Director / Coordinator) PK – 12 Schools Representation (6+) • Ohio School Board Association Representation• Ohio Association of Elementary Administrators Representation• Ohio Association of Secondary School Administrators Representation• Buckeye Association of School Administrators Representation• Ohio Federation of Teachers Representative• Ohio Education Association Representative

State Agencies• Ohio Board of Regents (1) – Ex-officio • Ohio Department of Education (1) – Ex-officio

•




Committee Leadership Co-Chair – PK-12 and Higher Education

Committee Responsibilities To review and revise (if appropriate) the purpose of the

committee To establish an organizational structure (Design Teams) and

process to fulfill purpose To provide coordination, communication and advocacy To establish yearly goals and provide oversight and

assistance in accomplishing goals To provide updates and report on achievements to OACTE /

State Leadership Committee / Key Constituents.




Design Team (Subcommittee)Structure – Design Teams may be established to expand participation (Higher Ed. and PK-12) and to focus on specific areas. Committee members would be assigned to each Design Team to provide leadership, coordination and support. The nature or focus of the design teams may vary based on the goals/issues identified and prioritized by the Committee. Depending on the goal or issue, the task of the Design Team maybe to collect and share current practices or to establish a group to address (study / develop recommendations, etc.) the specific issue.

Clinical Partnership Design Team Clinical Experience Design Team Clinical Educators Design Team




It should be noted that many innovated and transformative initiatives have been started such as:• The White Paper entitled Clinically Rich Teacher Preparation:

A Collaborative Commitment to P-12 Student Learning• We also have examples of innovative practice and

partnerships from across the state as well as on-going research.

The OACPP Committee can coordinate, communicate, and serve as an advocate for such initiatives. The OACPP committee can model the collaborative partnership needed to maximize P-12 student learning by providing high-quality clinical experiences.



Comments / Discussion / Questions

•Ohio Alliance for Clinical Preparation and Partnerships (OACPP)Proposal

• Share insights / innovations / initiatives / research related to: Clinical Partnerships Clinical Experiences Clinical Educators



What’s Next?

Future Meetings

Projects

Collecting and Reporting Data


Date post:	06-Jan-2016
Category:	Documents
Upload:	xylia
View:	29 times
Download:	2 times

Transforming Clinical Practice and P-20 Partnerships

Documents