1. Revisiting Collaboration in Teacher Education: A Typology of Dominant Program Models Linda Blanton, Florida International University Marleen Pugach, University of Wisconsin-Milwaukee Presented at the 2006 OSEP Project Directors’ Conference, August 1, 2006, Washington, DC

2. Purposes of Session To provide a brief historical overview of collaborative efforts in teacher education To provide a brief historical overview of collaborative efforts in teacher education To provide an overview of conceptualizations of teacher education and the research base to support collaborative teacher education To provide an overview of conceptualizations of teacher education and the research base to support collaborative teacher education To create common understanding and shared language for discussing dominant models of collaborative teacher education To create common understanding and shared language for discussing dominant models of collaborative teacher education To identify opportunities and threats to revisiting collaborative teacher education on your campuses To identify opportunities and threats to revisiting collaborative teacher education on your campuses

3. Historical Overview Earliest collaborative efforts to prepare general education teachers to work with students who have disabilities began in 1974 with Deans’ Grants Earliest collaborative efforts to prepare general education teachers to work with students who have disabilities began in 1974 with Deans’ Grants Shared understanding framed by “clusters of capabilities” created by Reynolds Shared understanding framed by “clusters of capabilities” created by Reynolds Unidirectional—focused only on what general education teachers needed to know Unidirectional—focused only on what general education teachers needed to know

4. Historical Overview, continued Absence of larger reform context in general teacher education Absence of larger reform context in general teacher education Deans’ Grants ended in 1982, but individual collaborative efforts continued at many IHEs nationwide Deans’ Grants ended in 1982, but individual collaborative efforts continued at many IHEs nationwide Other IHEs failed to address collaborative programs at all, while many who were engaged in some form of collaboration fell short for a variety of reasons (e.g., the challenging nature of collaboration in higher education) Other IHEs failed to address collaborative programs at all, while many who were engaged in some form of collaboration fell short for a variety of reasons (e.g., the challenging nature of collaboration in higher education)

5. Why Now? Multiple levers for change are converging (NCLB, IDEA, HEA) Multiple levers for change are converging (NCLB, IDEA, HEA) External pressure for reform has focused attention specifically on (a) content preparation for special education teachers and (b) increased knowledge and skills for new general education teachers working with students with disabilities External pressure for reform has focused attention specifically on (a) content preparation for special education teachers and (b) increased knowledge and skills for new general education teachers working with students with disabilities Increased expectation for collaboration embedded within P-12 settings Increased expectation for collaboration embedded within P-12 settings

6. Why Now? (cont’d) In the absence of collaborative teacher education efforts in many IHEs, some states are mandating specific collaborative teacher education models In the absence of collaborative teacher education efforts in many IHEs, some states are mandating specific collaborative teacher education models Knowledge/research has accrued about collaborative teacher education Knowledge/research has accrued about collaborative teacher education Window of opportunity is open: IHEs can take the lead or be controlled by external forces at state and national levels Window of opportunity is open: IHEs can take the lead or be controlled by external forces at state and national levels

7. Research Base in Teacher Education “…..the logical and normative knowledge base for teacher education is deep and richly developed, but the empirical knowledge base is very thin…” Daniel Fallon (2006) Chair, Education Division Carnegie Corporation of NY

8. Research Base from AERA Panel, Studying Teacher Education (2005) Impact of content knowledge Impact of content knowledge Importance of alignment of/coherence between preservice and induction practices Importance of alignment of/coherence between preservice and induction practices Exemplars of case studies of entire teacher education programs (NCREST, TELT) Exemplars of case studies of entire teacher education programs (NCREST, TELT) Need for detailed definitions of program structure and content, especially for alternate route programs Need for detailed definitions of program structure and content, especially for alternate route programs

9. Research Base Related to Collaborative Teacher Education Similar to general education, the teacher education research base in special education is maturing Similar to general education, the teacher education research base in special education is maturing Many descriptions of collaborative programs exist; fewer case studies or outcome research Many descriptions of collaborative programs exist; fewer case studies or outcome research Preservice teachers expect to work with students who have disabilities and expect to be prepared to do so Preservice teachers expect to work with students who have disabilities and expect to be prepared to do so

10. Three Dominant Program Models: A Resource for Dialogue Discrete Programs Discrete Programs Integrated Programs Integrated Programs Merged Programs Merged Programs

11. Program Models: Continuum of Collaboration Discrete Programs Merged Programs Integrated Programs

12. Model 1: Discrete Programs Curricula (courses and field experiences) in general and special education have little relationship Curricula (courses and field experiences) in general and special education have little relationship Service courses (e.g., introduction to special education) provided for general education by special education Service courses (e.g., introduction to special education) provided for general education by special education Content courses may be provided for special education by general education Content courses may be provided for special education by general education Minimal expectations for faculty collaboration Minimal expectations for faculty collaboration Separate performance assessments of candidates Separate performance assessments of candidates Program graduates are not explicitly prepared to engage in collaborative performance Program graduates are not explicitly prepared to engage in collaborative performance

13. Considerations for Discrete Programs Special and general education teachers may exit programs lacking understanding of collaboration in P-12 settings Special and general education teachers may exit programs lacking understanding of collaboration in P-12 settings Special education teachers may exit programs lacking substantial content knowledge Special education teachers may exit programs lacking substantial content knowledge General education teachers may exit programs lacking substantial knowledge about working with students with disabilities General education teachers may exit programs lacking substantial knowledge about working with students with disabilities Licensure: Assumes separate licenses; may not be consistent with states’ efforts to change licensure to meet expectations of reform context Licensure: Assumes separate licenses; may not be consistent with states’ efforts to change licensure to meet expectations of reform context

14. Model 2: Integrated Programs Various degrees of intentional and coordinated curricular (courses and field experiences) overlap/interdependence Various degrees of intentional and coordinated curricular (courses and field experiences) overlap/interdependence Evidence of coordinated effort to build in content knowledge for all teachers and the knowledge, skills and dispositions needed to work with students with disabilities Evidence of coordinated effort to build in content knowledge for all teachers and the knowledge, skills and dispositions needed to work with students with disabilities Some expectation for faculty collaboration Some expectation for faculty collaboration Coordination of performance assessments Coordination of performance assessments Program graduates may be prepared to engage in collaborative performance; graduates experience some reduction in program dichotomy. Program graduates may be prepared to engage in collaborative performance; graduates experience some reduction in program dichotomy.

15. Considerations for Integrated Programs Depending on degree of integration, graduates may exit programs lacking sufficient depth of (a) content knowledge or (b) special education knowledge Depending on degree of integration, graduates may exit programs lacking sufficient depth of (a) content knowledge or (b) special education knowledge Offering integrated programs in four years may be a challenge; may be a serious issue given teacher shortages in special education in most states Offering integrated programs in four years may be a challenge; may be a serious issue given teacher shortages in special education in most states Requires robust PK-16 partnerships to build sufficient collaborative/inclusive field placements Requires robust PK-16 partnerships to build sufficient collaborative/inclusive field placements Licensure: Assumes two separate licenses, often with one building on the other. Strict categorical licensure may work against this model. May not be consistent with states’ efforts to change licensure to meet expectations of reform context. Licensure: Assumes two separate licenses, often with one building on the other. Strict categorical licensure may work against this model. May not be consistent with states’ efforts to change licensure to meet expectations of reform context.

16. Model 3: Merged Programs Single curriculum – complete overlap of courses and field experiences for general and special education Single curriculum – complete overlap of courses and field experiences for general and special education Complete coordination to build in content knowledge for all teachers and the knowledge, skills and dispositions needed to work with students with disabilities. Complete coordination to build in content knowledge for all teachers and the knowledge, skills and dispositions needed to work with students with disabilities. Faculty have shared goals and collaborate extensively and routinely Faculty have shared goals and collaborate extensively and routinely Complete coordination of performance assessments Complete coordination of performance assessments Program graduates are prepared to perform shared roles Program graduates are prepared to perform shared roles

17. Considerations for Merged Programs Graduates may lack sufficient depth of knowledge in special education (esp. low incidence) or in knowledge of content Graduates may lack sufficient depth of knowledge in special education (esp. low incidence) or in knowledge of content Offering a merged program in four years can be a major challenge; may be a serious issue given the teacher shortages in special education in most states Offering a merged program in four years can be a major challenge; may be a serious issue given the teacher shortages in special education in most states Requires robust PK-16 partnerships to build sufficient collaborative/inclusive field placements Requires robust PK-16 partnerships to build sufficient collaborative/inclusive field placements Licensure: Assumes graduates will obtain two licenses or a general education license only. If two licenses obtained, challenges exist regarding how special education license is coordinated with a general education license (e. g., problem of K-12 special education license) Licensure: Assumes graduates will obtain two licenses or a general education license only. If two licenses obtained, challenges exist regarding how special education license is coordinated with a general education license (e. g., problem of K-12 special education license)

18. Program Models: Continuum of Collaboration – What is Acceptable? Discrete Programs Merged Programs Integrated Programs Zone of Potential Progress Zone of Acceptable Progress

19. Challenges to the Field Must decide/understand: How current arrangements at any given IHE contribute to lesser or greater program/faculty collaboration How current arrangements at any given IHE contribute to lesser or greater program/faculty collaboration The importance of teacher education as an institution- wide commitment -- strong connections across Colleges/Schools The importance of teacher education as an institution- wide commitment -- strong connections across Colleges/Schools The time/space needed to offer different teacher education models The time/space needed to offer different teacher education models Impact of teacher shortage issues in particular states Impact of teacher shortage issues in particular states

20. Challenges to the Field (cont’d) How P-12, IHE, and state department partnerships impact upon and contribute to teacher education program development How P-12, IHE, and state department partnerships impact upon and contribute to teacher education program development Knowledge/skills needed by educators to teach all children, including students with disabilities (e.g., INTASC 2001) Knowledge/skills needed by educators to teach all children, including students with disabilities (e.g., INTASC 2001) The linkage of IHE program development to national and state expectations (e.g., state licensure), accreditation requirements, and professional organization expectations/requirements The linkage of IHE program development to national and state expectations (e.g., state licensure), accreditation requirements, and professional organization expectations/requirements

21. Critical Dimensions of Program Development Extent of program/curricular coherence and coordination of teacher education program development between general and special education Extent of program/curricular coherence and coordination of teacher education program development between general and special education Relationship between diversity of race, class, culture, and language and diversity represented by disability Relationship between diversity of race, class, culture, and language and diversity represented by disability Expectations of professional organizations, federal and state expectations, and accreditation bodies Expectations of professional organizations, federal and state expectations, and accreditation bodies

22. Critical Dimensions of Collaborative Program Development (cont’d) Degree of collaboration between faculty in Education and Arts & Sciences and faculty in general and special education Degree of collaboration between faculty in Education and Arts & Sciences and faculty in general and special education Extent of coordination of performance assessments Extent of coordination of performance assessments Role of partnerships with P-12 schools; extent of coordinated field experiences Role of partnerships with P-12 schools; extent of coordinated field experiences Expectations held for program graduates to engage in collaborative performance during preservice and as practicing teachers Expectations held for program graduates to engage in collaborative performance during preservice and as practicing teachers

23. Where Are You? At early stages of collaborative program development? At early stages of collaborative program development? At developing stages of collaborative program development? At developing stages of collaborative program development? At advanced stages of collaborative program development? At advanced stages of collaborative program development?

24. Research Potential in Collaborative Teacher Education (AERA Panel) Unpacking “black box” in classes in collaborative programs Unpacking “black box” in classes in collaborative programs Content of performance assessments related to diversity Content of performance assessments related to diversity Case studies of collaborative programs Case studies of collaborative programs Longitudinal studies of graduates of collaborative programs Longitudinal studies of graduates of collaborative programs Common measures across collaborative programs at multiple IHEs Common measures across collaborative programs at multiple IHEs

25. Questions for Discussion What steps need to be taken to move collaborative teacher education to another stage of development on your campus? What steps need to be taken to move collaborative teacher education to another stage of development on your campus? How do your teacher preparation programs address the content preparation of all preservice teachers, including those in special education? How do your teacher preparation programs address the content preparation of all preservice teachers, including those in special education? How do your teacher preparation programs address the need for all teachers to develop knowledge, skills, and dispositions for working with students with disabilities? How do your teacher preparation programs address the need for all teachers to develop knowledge, skills, and dispositions for working with students with disabilities? What support will it take for Arts & Sciences faculty to fully engage in this initiative? What support will it take for Arts & Sciences faculty to fully engage in this initiative? What data have you collected/do you plan to collect to determine success or effectiveness of collaborative teacher preparation on your campus? What data have you collected/do you plan to collect to determine success or effectiveness of collaborative teacher preparation on your campus?