Transcript Slide 1

Handouts
• A brochure…the ideas
• A poster…the solution
• A LOT of paper…will make sense as the
presentation progresses
–
–
–
–
–
An abstract
Contact information
Topical Teams & Leaders
A few graphical representations
A list of current collaborative partners
• + a few very special key lanyards for the
inquisitive individuals in the group
Presentation Outline
• What do we know and what do we yet
need to learn?
• How do we move from where we are
to where we need to be?
• How can YOU make a difference?
• Your comments and questions?
What do we know and what
do we yet need to learn?
• Johnson, H. (2002). U.S. deaf education
teacher preparation programs: A look at the
present and a vision for the future. [Issue
Brief – contracted for and reviewed by the
Center on Personnel Studies in Special
Education - www.coe.ufl.edu/copsse/].
Retrieved from
www.coe.ufl.edu/copsse/PapersFiles/hearingI
m.pdf
Summary of Findings:
• We know that our students are
increasingly isolated from each other and
the resources that they need to be
successful, but…
• we do not know the actual number of those
students, nor the qualifications of the
individuals who are teaching them.
… Findings
• We know that our students are
increasingly diverse and that they posses
the full range of abilities and disabilities,
but…
• we do not know how to recruit a more
diverse pool of teachers, nor do we know
how to prepare those teachers to teach
students in grades ranging from
kindergarten through high school.
… Findings
• We know that our educational system has failed
to provide most of our students with the
increasing levels of linguistic, academic and social
competencies that are required to become
economically independent and successful adults,
but…
• we do not know the “best practices,” proven
instructional strategies and academic content of
our general education colleagues who now teach
many, if not most, of our students.
…Findings
 We know that there is a critical,
nation wide shortage of teachers,
but…
 we do not know the extent to which
our teacher preparation programs
are working at anything close to
capacity.
… Findings
• We know that individuals who graduate
from our teacher preparation programs
have been taught how to test and teach,
but…
• we do not know if they actually become
teachers, if they teach how we have
preached, how effective they are, or even
how long they teach.
… Findings
• We know that our faculty are stressed and
stretched that they rarely have time to
carry out research, publish or even take
advantage of grant “buy-outs”, but…
• we do not know how we will replace them as
they rapidly approach retirement.
… Findings
• We know that a redesign of our teacher
preparation programs must be carried out
if they are to survive and to become more
readily available throughout the nation,
but…
• we lack the common vision, time and
collaborative will to evolve the needed
teacher preparation program designs.
… Findings
• We know that we became educators because we
value learning, know the value of becoming an
effective and independent learner and become
excited when we make a difference in the lives of
our students, but…
• we do not know how to learn with our students, we
do not know how to give our students practical
reasons to use what we ask them to learn, nor do
we know how to provide our students with the role
models that they need to become the successful
adults.
… Findings
• We know the students that we
taught “way back when,” but…
• we are much less sure of the
students that our teachers are now
teaching, or the students our
teachers will soon be asked to teach.
… Findings
• We know that No Child Left Behind, Meeting the
Highly Qualified Teacher Challenge and A New
Era in Special Education will require our students
to take state proficiency test, out teachers to
become content specialists and our special
education programs to more flexible and
accountable than ever before, but…
• we do not know how we will accomplish all of this
when we have yet to accomplish so much that we
have worked on for so long.
… Findings
 Finally, we know that many, if not most of our
students have not only been left behind, but
essentially written off by an educational system
that has come to expect, if not accept the
ongoing linguistic, academic and social failure of
our students, but…
 what we do not know is whether or not we can use
the challenges of No Child Left Behind to
document, the opportunities of Meeting the
Highly Qualified Teacher Challenge to enhance
and the requirements of A New Era in Special
Education to apply the technological advances of
our time to reduce isolation, to increase
expectations, to share resources, to recognize
excellence and to increase learning opportunities
for us all.
How do we move from
where we are to where
we need to be?
• “Join Together:…” to: (brochure & poster)
– Establish a nationwide, on-line Community of
Practice (CoP) for PK-20 d/hh education.
– Use the CoP to:
• collaboratively research, refine and reform U.S. d/hh
teacher preparation.
• establish a Virtual Professional Development School
(VPDS) network to link the theory and research of
the nation’s d/hh teacher preparation programs with
the proven practices and resources of the nation’s
Master Teachers of PK-12 students who are d/hh.
…how?
• Association of College Educators –
Deaf/Hard-of-Hearing (ACE-D/HH)
– 1999-2000 – PT3 (www.pt3.org) Capacity Grant
- $167,000
• Basic faculty technology skills
• Basic collaboration and info. sharing
– 2000-2004 – PT3 Catalyst Grant - $2.1 million
• Deaf Ed. Web site (www.deafed.net)
• Extensive, nation wide teacher prep. Collaboration
• Piloting PK-20 linkages and technologies
– 2003-2006 - PT3 grant $1.57 million (abstract
+++)
• Community of Practice & Virtual Prof. Dev. Sch
• Research, Refine and Reform d/hh teacher prep
Activities
Grant Design
5. Dissemination
4. Follow-up Research
3. Professional Development
2. Research
1. Needs
Assessment
Year 1
Community of
Practice
(CoP)
Year 1
Year - 2
Year - 3
Year - 3
Topical Teams (TT)
Goal 1: Reform of d/hh Teacher Prep.
Obj. 1.1: Technology Infrastructure
Virtual Professional
Obj. 1.2: Faculty Tech. Competence
Obj. 1.3: Preservice Teacher Diversity
Development
Obj. 1.4: Multi-state Cert. & Prep.
School (VPDS)
Goal 2: Teaching Competence of
Preservice Teachers
Obj. 2.1: Instructional Competence
Obj. 2.2: Content Competence
Obj. 2.3: Technology Competence
Obj. 2.4: Assessment Competence
An increase in the ability of students who are d/hh
to meet challenging state and local standards for
academic achievement
Topical Team Organizational Structure
•1.1 Technology Infrastructure
•1.2 Faculty Technology
Competence
•1.3 Preservice Teacher
Diversity
•1.4 Multi-state Certification, &
Prep.
Obj
#
Team Leaders
Topical Experts
Team Members
•2.1 Instructional
Competence
•2.2 Content Competence
•2.3 Technology
Competence
•2.4 Assessment
Competence
Critical Web-based technology
• Pilot invest. re.
the use of
H323 video
conferencing
technologies to
reduce isolation
and increase
collaboration
• (jump to video
clips)
www.deafed.net
1. Search Engine
2. “My Deafed”
3. Job/Resume Data Base
4. Calendar Data Base
5. Document Data Base
6. Web link Data Base
7. Topical Bulletin Boards
8. Cyber Mentors Data Base
9. “Best of the Web” Competition
10. Collaborative Partners, e.g.,
ReView Video – H323 price list
Over 13,000 registrations from around the world!
Critical Concepts to Remember
1
2
4
3
1. The primary problem of
deafness is not too little hearing,
but too much isolation.
2. Teachers are the most important
classroom technology and students
are the most underutilized learning
resources.
3. Learning will not occur without
a critical mass, actual or virtual, of
students, teachers, resources and
engaging learning opportunities.
4.Teachers and students as learners,
assisted by an on-line “Community of
Learners” and linked by a “Virtual
Professional Development School.”
Together we can make a difference!
How can YOU make a
difference?
1.
2.
3.
4.
5.
6.
7.
Share the brochure with a colleague.
Put the poster in a place where it can be seen.
Become a registered user of the www.deafed.net web
site.
Search for and share information on the web site.
Encourage your school or organization to join the
“Community of Learners.”
Help us identify the nation’s most innovative and
effective teachers of students who [for more info. re.
the “Master Teacher” nomination process, go to:
“http://www.deafed.net/PageText.asp?hdnPageld=71”
Seriously consider helping us make a difference by
working with one of the proposed grants “Topical Teams.”
Your Comments and
Questions?
• ..or, who wants a Key lanyard?
Thank You
We are done!